Abstract
Autism trainers often prioritize professional development restricted to discussion of evidence-based practices (EBP) with limited applicability across the range of individuals with autism. Best practices are not diagnosis-focused (the standard for EBPs) but individual-focused and are oversimplified by an approach that presumes a simple matching from diagnosis to a list of acceptable interventions for each diagnosis. COMPASS is a second-generation consultation intervention that is built on the evidence-based practice in psychology framework (EBPP). Throughout the COMPASS process, the setting/ecological factors, the family/child factors, and the teacher/clinician factors are considered for goal setting and intervention planning. The process-based framework of COMPASS provides an approach for the clinical decision-making needed to integrate the information from all overlapping domains of the EBPP model, while also systematically gathering the information within each domain. Further, COMPASS supports the decision-making necessary for adapting interventions to best meet the needs of the individual student across the autism spectrum and their learning environment, including caregiver and teacher support and collaboration. Consultation is ideal for bridging the research-to-practice gap, and COMPASS, as a consultation model, explicitly ties EBPs to EBPP.
Adapted by permission from Springer Nature Customer Service Centre GmbH: Springer COMPASS and Implementation Science: Improving Educational Outcomes of Children with ASD by Lisa A. Ruble and John H. McGrew © 2015.
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McGrew, J.H., Ruble, L.A. (2023). Innovations in Evidence-Based Practices, Evidence-Based Principles, and Common Elements with COMPASS. In: Ruble, L.A., McGrew, J.H. (eds) COMPASS and Innovative Education for Students with Autism. Springer, Cham. https://doi.org/10.1007/978-3-031-31395-0_1
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