Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training

Autor/inn/en	Ruble, Lisa; Ogle, Lindsey; McGrew, John
Titel	Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training
Quelle	In: Psychology in the Schools, 60 (2023) 3, S.743-760 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruble, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22800
Schlagwörter	Program Evaluation; Program Implementation; Fidelity; Training; Training Methods; Consultation Programs; Coaching (Performance); Intervention; Outcomes of Education; Students with Disabilities; Autism Spectrum Disorders; Writing Instruction; Trainees; Evidence Based Practice; Consultants; Feedback (Response) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Ausbildung; Didaktik; Trainingsmaßnahme; Fachberatung; Lernleistung; Schulerfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Schreibunterricht; Auszubildender; Weibliche Auszubildende; Consultant; Berater
Abstract	A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested the training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents). Results confirm that COMPASS-naïve CTs can be successfully trained. At least one feedback session was needed to achieve proficiency. Initial fidelity ratings between researchers and CTs were disparate suggesting self-report may not be adequate. Four feedback opportunities were required to achieve proficiency in writing intervention plans, an activity particularly challenging for CTs. Teachers and parents perceived COMPASS as acceptable, appropriate, and feasible. CTs knowledge of evidence-based practices (EBPs) increased significantly following training; however, positive attitudes toward EBPs did not. The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01