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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-06-2018 | Original Article

Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder

Auteurs: Lisa A. Ruble, John H. McGrew, Michael Toland, Nancy Dalrymple, Medina Adams, Claire Snell-Rood

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2018

Abstract

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.

vorige artikel Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study

volgende artikel Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers

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Titel: Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder
Auteurs: Lisa A. Ruble
John H. McGrew
Michael Toland
Nancy Dalrymple
Medina Adams
Claire Snell-Rood
Publicatiedatum: 01-06-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3623-9

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Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder

Abstract

Andere artikelen Uitgave 10/2018

Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory

Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form

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Students with Autism Spectrum Disorder and Their Parents in the Transition into Higher Education: Impact on Dynamics in the Parent–Child Relationship

Correlates of DSM-5 Autism Spectrum Disorder Levels of Support Ratings in a Clinical Sample

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Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory

Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form

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