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.
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We are grateful to the teachers, families, and children who generously donated their time and effort. We extend our thanks to special education directors and principals for allowing their teachers to participate.
This work was supported by Grant Number 5R34MH104208 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.
Conflict of interest
The authors declare that there have no conflict of interest.
All procedures performed in this study were in accordance with the ethical standards of the institution and with the 1964 Helsinki declaration and its later amendments.
Informed consent was obtained from all individual participants included in the study.
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Ruble, L.A., McGrew, J.H., Toland, M. et al. Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder. J Autism Dev Disord 48, 3586–3595 (2018). https://doi.org/10.1007/s10803-018-3623-9
- IEP outcomes