By Lisa A. Ruble, John H. McGrew
This short examines COMPASS – the Collaborative version for selling Competence and good fortune – a consultation-based intervention really good for kids with Autism Spectrum sickness (ASD). according to the Evidence-Based Practices in Psychology (EBPP) framework, the amount describes the procedures that enhance the professional aid relationships among advisor and instructor (i.e., implementation) and among instructor and scholar (i.e., intervention). moreover, the short addresses how session equipment paintings inside COMPASS, with academics studying from experts' implementation ways to tailor directions which are particular to scholars' academic and private elements. This distinct framework corresponds with present, common examine and goals to supply more beneficial academic providers for college students with ASD in the course of their an important youth.
Topics featured during this textual content include:
- COMPASS perform end result in accordance with idiographic review and measures of caliber.
- Evidence for the efficacy of COMPASS.
- COMPASS implementation quality.
- COMPASS intervention caliber and energetic ingredients.
- Teacher and scholar inner and exterior elements impacting COMPASS.
COMPASS and Implementation Science is a must have source for clinicians, scientist-practitioners, researchers, and graduate scholars within the fields of kid and faculty psychology, behavioral treatment, and social paintings in addition to rehabilitation, designated schooling, and speech pathology.
Read Online or Download COMPASS and Implementation Science: Improving Educational Outcomes of Children with ASD PDF
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Extra resources for COMPASS and Implementation Science: Improving Educational Outcomes of Children with ASD
2005). Imitation and play in autism. , Vol. 1, pp. 382–405). Ruble, L. , & Dalrymple, N. J. (1996). An alternative view of outcome in autism. Focus on Autism and Other Developmental Disabilities, 11(1), 3–14. Ruble, L. , Dalrymple, N. , & McGrew, J. H. (2010). The effects of consultation on individualized education program outcomes for young children with autism: the collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301. Ruble, L. , Dalrymple, N.
2007). The basic structure of community early intervention programs for children with autism: provider descriptions. Journal of Autism and Developmental Disorders, 37(7), 1344–1354. Stahmer, A. , Collings, N. , & Palinkas, L. A. (2005). Early intervention practices for children with autism: descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66–79. 1177/10883576050200020301. Volkmar, F. R. (2005). ). Hoboken: Wiley. Wing, L. (2005). Problems of categorical classiﬁcation systems.
About 70 % of individuals have some degree of intellectual impairment, ranging from mild to severe or profound (Fombonne 2005) Social interactions also vary and individuals typically Fig. 2 Range of expression in ASD Discovery and Evolution of COMPASS 21 fall within one of three categories—aloof, passive, and active-but-odd (Wing 2005). Individuals, who appear aloof, may have little interest in interaction with others. Those who are passive demonstrate an interest in interaction, but do not initiate and instead respond.
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