Mechanisms of Change in COMPASS Consultation for Students with Autism

Autor/inn/en	Ruble, Lisa A.; McGrew, John H.; Toland, Michael D.
Titel	Mechanisms of Change in COMPASS Consultation for Students with Autism
Quelle	In: Journal of Early Intervention, 35 (2013) 4, S.378-396 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815114546495
Schlagwörter	Autism; Consultation Programs; Educational Change; Parent Teacher Conferences; Fidelity; Special Programs; Intervention; Best Practices; Program Implementation; Program Effectiveness; Program Evaluation; Schematic Studies; Pervasive Developmental Disorders; Special Education Teachers; Coaching (Performance); Capacity Building; Teacher Competencies; Teaching Methods; Outcome Measures; Predictor Variables; Preschool Children; Elementary School Students; Autism Diagnostic Observation Schedule; Behavior Assessment System for Children; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Fachberatung; Bildungsreform; Sonderpädagogische Förderung; Programme evaluation; Programmevaluation; Schematheorie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	More than a decade has passed since the National Research Council described the common elements of effective educational programs for young children with autism. Since that time, few studies have attempted to understand the mechanisms of change and factors affecting the effectiveness of research supported interventions implemented in community settings. Using Dunst's (2013) framework of implementation science, we examined the relationships between the fidelity of an implementation practice (i.e., a parent-teacher consultation called the Collaborative Model for Promoting Competence and Success; COMPASS), the fidelity of the intervention practice (i.e., teachers' adherence to the intervention plans generated as a result of COMPASS), and child goal attainment outcomes using data from a randomized controlled trial. Results confirmed the predicted relationships between implementation fidelity, intervention practice fidelity, and child outcomes. Specifically, we replicated findings that two hypothesized mechanisms of change, individual education program (IEP) quality and teacher adherence, positively affected intervention practices directly and child outcomes indirectly. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10