Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder / L. A. RUBLE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Titre : Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur Article en page(s) : p.3586-3595 Langues : Anglais (eng) Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder [texte imprimé] / L. A. RUBLE, Auteur ; J. H. MCGREW, Auteur ; M. TOLAND, Auteur ; Nancy DALRYMPLE, Auteur ; Medina ADAMS, Auteur ; C. SNELL-ROOD, Auteur . - p.3586-3595. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3586-3595 Mots-clés : Autism  Compass  IEP outcomes  Rct  Transition Index. décimale : PER Périodiques Résumé : The postsecondary outcomes of individuals with autism spectrum disorder (ASD) are significantly worse than peers with other disabilities. One problem is the lack of empirically-supported transition planning interventions to guide services and help produce better outcomes. We applied an implementation science approach to adapt and modify an evidence-based consultation intervention originally tested with young children called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble et al., The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) and evaluate it for efficacy in a randomized controlled trial for transition-age youth. Results replicated findings with younger students with ASD that IEP outcomes were higher for COMPASS compared to the placebo control group (d = 2.1). Consultant fidelity was high and teacher adherence improved over time, replicating the importance of ongoing teacher coaching. En ligne : http://dx.doi.org/10.1007/s10803-018-3623-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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