Compass and Implementation Science ― Improving Educational Outcomes of Children With Asd

This brief describes the Collaborative Model for Promoting Competence and Success (COMPASS), a proven, effective consulting approach for improving educational outcomes of children with autism spectrum disorders (ASDs). It explores how – in the search for effective treatments for ASDs – researchers have identified numerous evidence-based interventions but have largely neglected two equally important areas hindering effective services: the lack of available clinical expertise in implementing ASD treatments and the need to consider and balance clinical expertise, child characteristics, culture and preferences when identifying goals and treatments. In response, this brief details how COMPASS consulting services efficiently target and leverage expertise while also accounting for shared decision-making based on individualized assessment of child characteristics (e.g., personal and environmental strengths and weaknesses surrounding the child). Key areas of coverage in this brief include reviews of evidence-based practices (EBPs); analysis of consultation as an implementation intervention for bridging gaps from research to practice; and a discussion of the elements of evidence-based consultation and the efficacy of COMPASS. In addition, the brief explores hypothesized active ingredients of COMPASS, including family-centered, ecologically oriented goal setting and planning; psychometrically valid goals; high quality individual education programs; consultant and teacher adherence; outcomes based performance feedback; and teacher quality. This brief is essential reading for clinicians and professionals working with children with ASDs, particularly in child and school psychology, behavioral therapy, social work as well as rehabilitation, special education, speech pathology and developmental psychology.

Lisa Ruble is a Professor in the Department of Educational, School, and Counseling Psychology at the University of Kentucky. She is a licensed psychologist and clinician-researcher, who has provided social skills and behavioral interventions, school consultation and training and parent training in autism spectrum disorders (ASD) for more than 25 years. She has authored more than 50 journal articles, book chapters and manuscripts. Dr. Ruble’s work in implementation research involves understanding how evidence- based practices can best be provided in community-based settings. In two randomized controlled trials funded by the NIH, Drs. Ruble and McGrew and co-developer Nancy Dalrymple, tested and replicated the effectiveness of a parent-teacher consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS). COMPASS is an effective practice for creating personalized and collaborative treatment plans that are guided by outcomes based monitoring and coaching. She and Dr. McGrew have also created tools for measuring educational quality and educational outcomes. New studies are underway that focus on adult outcomes and quality of life, teacher burnout, parent stress and parent empowerment.

John H. McGrew earned his Ph.D. in Clinical Psychology from Indiana University Bloomington. He is the former Assistant Chairman and Director of Clinical Training, and is currently Professor in the Department of Psychology at Indiana University Purdue University Indianapolis. Dr. McGrew has been principal or co-principal investigator of more than fifteen grants or contracts in the area of mental health services. Dr. McGrew has published over 75 articles in books or professional journals and made more than 80 presentations at international, national and regional conferences. His research focuses on interventions to help persons and families of those, with severe mental illness, including autism, to improve their lives and to support them to live as fully as possible in the community.