Intervention Plan Quality Matters: Using COMPASS to Collaboratively Develop Student-Centered, Evidence-based Intervention Plans Using an EBPP Approach

Overview

Journal J Educ Psychol Consult

Date 2024 Jul 29

PMID 39072267

Authors

Lindsey N Ogle

Blaine A Garman-McClaine

Lisa A Ruble

Affiliations

Soon will be listed here.

Abstract

The quality of interventions for children with autism has improved thanks in part to the widespread dissemination of evidence-based practices (EBPs); however, teachers still report challenges developing focused interventions targeting the core challenges of students with autism. Tested in three randomized trials, COMPASS is a consultation-based implementation strategy that prioritizes shared decision-making in the development of goals and intervention plans using an evidence-based practice in psychology approach. To successfully train COMPASS consultants, a 16-item Intervention Plan Quality Scale (IPQS) was developed and tested with a set of nine school-based COMPASS-trained consultants who provided a total of 28 consultations. Results revealed that the IPQS had acceptable reliability and concurrent validity and was successful in helping consultant trainees develop high-quality plans over four feedback sessions. Overall, the IPQS was helpful for fidelity monitoring and appears to partially mediate child goal attainment outcomes through teacher adherence implementing the intervention plans.

References

Ruble L, McGrew J, Dale B, Yee M . Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD. J Autism Dev Disord. 2021; 52(8):3344-3352. PMC: 8795202. DOI: 10.1007/s10803-021-05213-3. View

Ruble L, McGrew J, Toland M . Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. J Autism Dev Disord. 2012; 42(9):1974-83. PMC: 3358457. DOI: 10.1007/s10803-012-1446-7. View

Owens J, Lyon A, Brandt N, Warner C, Nadeem E, Spiel C . Implementation Science in School Mental Health: Key Constructs in a Developing Research Agenda. School Ment Health. 2015; 6(2):99-111. PMC: 4580252. DOI: 10.1007/s12310-013-9115-3. View

Ruble L, Dalrymple N, McGrew J . The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success. J Early Interv. 2011; 32(4):286-301. PMC: 3117578. DOI: 10.1177/1053815110382973. View

. Evidence-based practice in psychology. Am Psychol. 2006; 61(4):271-85. DOI: 10.1037/0003-066X.61.4.271. View

Stichter J, Riley-Tillman T, Jimerson S . Assessing, understanding, and supporting students with autism at school: Contemporary science, practice, and policy. Sch Psychol Q. 2016; 31(4):443-449. DOI: 10.1037/spq0000184. View

Ruble L, McGrew J, Toland M, Dalrymple N, Jung L . A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism. J Consult Clin Psychol. 2013; 81(3):566-72. PMC: 3744829. DOI: 10.1037/a0032003. View

Findley J, Ruble L, McGrew J . Individualized Education Program Quality for Transition Age Students with Autism. Res Autism Spectr Disord. 2022; 91. PMC: 8794292. DOI: 10.1016/j.rasd.2021.101900. View

Curran G, Bauer M, Mittman B, Pyne J, Stetler C . Effectiveness-implementation hybrid designs: combining elements of clinical effectiveness and implementation research to enhance public health impact. Med Care. 2012; 50(3):217-26. PMC: 3731143. DOI: 10.1097/MLR.0b013e3182408812. View

10.

Ruble L, McGrew J, Toland M, Dalrymple N, Adams M, Snell-Rood C . Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder. J Autism Dev Disord. 2018; 48(10):3586-3595. DOI: 10.1007/s10803-018-3623-9. View

11.

Gillespie B, Marshall A . Implementation of safety checklists in surgery: a realist synthesis of evidence. Implement Sci. 2015; 10:137. PMC: 4587654. DOI: 10.1186/s13012-015-0319-9. View

12.

Craig F, Margari F, Legrottaglie A, Palumbi R, de Giambattista C, Margari L . A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatr Dis Treat. 2016; 12:1191-202. PMC: 4869784. DOI: 10.2147/NDT.S104620. View

13.

Zemantic P, Kurtz-Nelson E, Barton H, Safer-Lichtenstein J, Lee McIntyre L . Family Empowerment: Predicting Service Utilization for Children with Autism Spectrum Disorder. J Autism Dev Disord. 2021; 52(11):4986-4993. DOI: 10.1007/s10803-021-05329-6. View

14.

Azad G, Marcus S, Mandell D . Partners in School: Optimizing Communication between Parents and Teachers of Children with Autism Spectrum Disorder. J Educ Psychol Consult. 2021; 31(4):438-462. PMC: 8694006. DOI: 10.1080/10474412.2020.1830100. View

15.

Wong V, Ruble L, Yu Y, McGrew J . Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes. Except Child. 2018; 83(4):412-427. PMC: 6294446. DOI: 10.1177/0014402917690729. View

16.

Walker G . Constant and progressive time delay procedures for teaching children with autism: a literature review. J Autism Dev Disord. 2007; 38(2):261-75. DOI: 10.1007/s10803-007-0390-4. View

17.

Stadnick N, Meza R, Suhrheinrich J, Aarons G, Brookman-Frazee L, Lyon A . Leadership profiles associated with the implementation of behavioral health evidence-based practices for autism spectrum disorder in schools. Autism. 2019; 23(8):1957-1968. PMC: 6764916. DOI: 10.1177/1362361319834398. View

18.

Melgarejo M, Lind T, Stadnick N, Helm J, Locke J . Strengthening capacity for implementation of evidence-based practices for autism in schools: The roles of implementation climate, school leadership, and fidelity. Am Psychol. 2020; 75(8):1105-1115. PMC: 8202724. DOI: 10.1037/amp0000649. View

19.

Odom S, Sam A, Tomaszewski B . Factors associated with implementation of a school-based comprehensive program for students with autism. Autism. 2022; 26(3):703-715. DOI: 10.1177/13623613211070340. View

20.

Muharib R, Walker V, Alresheed F, Gerow S . Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis. J Autism Dev Disord. 2020; 51(2):613-631. DOI: 10.1007/s10803-020-04569-2. View