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

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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.

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Acknowledgments

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.

Funding

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.

Author information

Authors and Affiliations

  1. Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY, 40506, USA

    Lisa A. Ruble, Michael Toland & Medina Adams

  2. Psychology, Indiana-University-Purdue University at Indianapolis, Indianapolis, IN, USA

    John H. McGrew

  3. Bloomington, USA

    Nancy Dalrymple

  4. Community Health Sciences Division, School of Public Health, University of California, Berkeley, Berkeley, CA, USA

    Claire Snell-Rood

Authors
  1. Lisa A. Ruble
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  2. John H. McGrew
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  3. Michael Toland
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  4. Nancy Dalrymple
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  5. Medina Adams
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  6. Claire Snell-Rood
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Contributions

LR and JM conceived the study, participated in its design and coordination and drafted the manuscript. ND and MA participated in the coordination of the study.MT participated in measurement and draft of the manuscript. CSR participated in the draft of the manuscript.

Corresponding author

Correspondence to Lisa A. Ruble.

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Conflict of interest

The authors declare that there have no conflict of interest.

Ethical Approval

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

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

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