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Ruble L, Ogle L, McGrew J. Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training. PSYCHOLOGY IN THE SCHOOLS 2023; 60:743-760. [PMID: 36816883 PMCID: PMC9937020 DOI: 10.1002/pits.22800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Accepted: 08/27/2022] [Indexed: 11/08/2022]
Abstract
Objective To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD. Method Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents). Results Results confirm that COMPASS-naïve CTs can be successfully trained. At least one feedback session was needed to achieve proficiency. Initial fidelity ratings between researchers and CTs were disparate suggesting self-report may not be adequate. Four feedback opportunities were required to achieve proficiency in writing intervention plans, an activity particularly challenging for CTs. Teachers and parents perceived COMPASS as acceptable, appropriate, and feasible. CTs knowledge of EBPs increased significantly following training; however, positive attitudes toward EBPs did not. Conclusions The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted.
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Affiliation(s)
- Lisa Ruble
- Department of Special Education, Ball State University
| | - Lindsey Ogle
- Department of Special Education, Ball State University
| | - John McGrew
- Department of Psychology, Indiana University-Purdue University
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Vivanti G. What does it mean for an autism intervention to be evidence-based? Autism Res 2022; 15:1787-1793. [PMID: 36065991 DOI: 10.1002/aur.2792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 08/02/2022] [Indexed: 11/06/2022]
Abstract
Although there is consensus in the field that individuals on the autism spectrum should receive interventions that are evidence-based, the concept of "evidence-based" is multifaceted and subject to ongoing development and debate. In this commentary, we review historical developments, methodological approaches, as well as areas of controversies and research directions in the establishment of an evidence base for autism intervention. LAY SUMMARY: What does it mean for an autism intervention to be evidence-based? In this commentary, we address this complex issue by examining historical developments, methodological approaches, as well as areas of ongoing debate in the establishment of evidence-based interventions for autism.
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Affiliation(s)
- Giacomo Vivanti
- A.J. Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA
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Navigating Cultural Differences During the Delivery of Behavior Analysis Services in Austria. BEHAVIOR AND SOCIAL ISSUES 2021. [DOI: 10.1007/s42822-021-00077-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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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; 52:3344-3352. [PMID: 34319498 PMCID: PMC8795202 DOI: 10.1007/s10803-021-05213-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/21/2021] [Indexed: 11/30/2022]
Abstract
Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS.
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Affiliation(s)
- Lisa Ruble
- Department of Special Education, Teachers College, Ball State University, TC745, Muncie, IN, 47306, USA.
| | - John McGrew
- Department of Psychology, Indiana University-Purdue University, Indianapolis, USA
| | - Brittany Dale
- Department of Special Education, Teachers College, Ball State University, TC745, Muncie, IN, 47306, USA
| | - Madison Yee
- Department of Educational, School, and Counseling Psychology, University of Kentucky, Lexington, USA
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Ruble LA, Love AMA, Wong V, Grisham-Brown JL, McGrew JH. Implementation Fidelity and Common Elements of High Quality Teaching Sequences for Students with Autism Spectrum Disorder in COMPASS. RESEARCH IN AUTISM SPECTRUM DISORDERS 2020; 71:101493. [PMID: 32863861 PMCID: PMC7453638 DOI: 10.1016/j.rasd.2019.101493] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). METHOD The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple & McGrew, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. RESULTS Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. CONCLUSIONS These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students' educational outcomes.
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Affiliation(s)
- Lisa A Ruble
- University of Kentucky, 237 Dickey Hall, 40506, Lexington
| | | | - Venus Wong
- University of Kentucky, 237 Dickey Hall, 40506, Lexington
| | | | - John H McGrew
- University of Kentucky, 237 Dickey Hall, 40506, Lexington
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Patriquin MA. Evidence-based treatment and conceptualization of autism spectrum disorder: Emotion regulation, social impairment, and anxiety as targets. Bull Menninger Clin 2020; 83:199-204. [PMID: 31502875 DOI: 10.1521/bumc.2019.83.3.199] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The goal of this special issue is to highlight innovative evidence-based treatments and conceptualizations of emotion regulation difficulties, social impairment, and anxiety in autism spectrum disorder (ASD). The issue is organized into these three highly linked constructs. Targeting these constructs effectively will help to ensure positive outcomes for youth and adults with ASD. It is clear that continued research is needed that creatively addresses emotion regulation problems, social impairment, and anxiety in ASD.
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Affiliation(s)
- Michelle A Patriquin
- The Menninger Clinic, Houston, Texas.,Menninger Department of Psychiatry and Behavioral Sciences, Baylor College of Medicine, Houston.,Michael E. DeBakey VA Medical Center, Houston
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Sulek R, Trembath D, Paynter J, Keen D. Empirically Supported Treatments for Students with Autism: General Education Teacher Knowledge, Use, and Social Validity Ratings. Dev Neurorehabil 2019; 22:380-389. [PMID: 30307352 DOI: 10.1080/17518423.2018.1526224] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Objective: To examine teachers' knowledge and use of empirically supported treatments (ESTs) for children with autism spectrum disorder (ASD), and the extent to which they deem them socially valid in general education settings. Method: Totally, 155 general education teachers completed an online survey examining knowledge, use, and perceived social validity of ESTs targeting school readiness skills. Sources of information accessed and the relationship of knowledge, use, and social validity with demographic variables were investigated. Results: Teachers reported knowledge of, and were using, all ESTs. ESTs were used more frequently than non-ESTs. Knowledge, use, and social validity of ESTs were strongly associated. Teachers reported accessing a range of sources of information, with varying degrees of trust placed in these sources. Conclusion: Teachers' knowledge of available ESTs for children with ASD is linked to their use. Increasing awareness of social validity of ESTs, and how they can be successfully translated into classroom settings will influence uptake.
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Affiliation(s)
- Rhylee Sulek
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - David Trembath
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Jessica Paynter
- a Menzies Health Institute Queensland , Griffith University , Brisbane , Australia
| | - Deb Keen
- b Autism Centre of Excellence , Griffith University , Brisbane , Australia
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Kuravackel GM, Ruble LA, Reese RJ, Ables AP, Rodgers AD, Toland MD. COMPASS for Hope: Evaluating the Effectiveness of a Parent Training and Support Program for Children with ASD. J Autism Dev Disord 2019; 48:404-416. [PMID: 29022130 DOI: 10.1007/s10803-017-3333-8] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Despite the growing number of studies that demonstrate the importance of empowering parents with knowledge and skills to act as intervention agents for their children with autism spectrum disorder (ASD), there are limited examples of parent-mediated interventions that focus on problem behaviors. Additionally, access to ASD-trained clinicians and research supported delivery options for families in rural areas is severely limited. COMPASS for Hope (C-HOPE) is an 8-week parent intervention program that was developed with the option of telehealth or face-to-face delivery. Parents who received C-HOPE intervention reported a reduction in parenting stress and an increase in competence. Parents also reported significant reductions in child behavior problems, both when compared to pre-intervention levels and to a waitlist control condition.
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Affiliation(s)
- Grace M Kuravackel
- Department of Pediatrics, University of Louisville School of Medicine, 1405 East Burnett Avenue, Louisville, KY, 40292, USA.
| | - Lisa A Ruble
- Department of Educational, School, and Counseling Psychology, University of Kentucky, 237 Dickey Hall, Lexington, KY, 40506-0017, USA
| | - Robert J Reese
- Department of Educational, School, and Counseling Psychology, University of Kentucky, 237 Dickey Hall, Lexington, KY, 40506-0017, USA
| | - Amanda P Ables
- Department of Pediatrics, University of Louisville School of Medicine, 1405 East Burnett Avenue, Louisville, KY, 40292, USA
| | - Alexis D Rodgers
- Department of Educational, School, and Counseling Psychology, University of Kentucky, 237 Dickey Hall, Lexington, KY, 40506-0017, USA
| | - Michael D Toland
- Department of Educational, School, and Counseling Psychology, University of Kentucky, 237 Dickey Hall, Lexington, KY, 40506-0017, USA
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Ruble LA, McGrew JH, 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; 48:3586-3595. [DOI: 10.1007/s10803-018-3623-9] [Citation(s) in RCA: 68] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Lord C. Evidence‐based practice in psychology in autism: A commentary. CLINICAL PSYCHOLOGY-SCIENCE AND PRACTICE 2016. [DOI: 10.1111/cpsp.12159] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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