Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-11-23 DOI:10.1177/07419325221134122

Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman

{"title":"Matching Autism Interventions to Goals With Planned Adaptations Using COMPASS","authors":"Lisa A. Ruble, J. McGrew, LeAnne D. Johnson, Kahyah Pinkman","doi":"10.1177/07419325221134122","DOIUrl":null,"url":null,"abstract":"To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"365 - 380"},"PeriodicalIF":2.3000,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325221134122","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.

查看原文本刊更多论文

使用COMPASS将自闭症干预与计划适应的目标相匹配

为了理解循证实践(ebp)从被认定为有效的过程，通过研究建立经验验证的效果，到被常规采用以产生有意义的影响，我们在一个完善的咨询模型COMPASS中考察了选择/适应过程，应用了两个框架——循证心理学实践框架(EBPP)和实施研究综合框架(CFIR)。EBP框架提出了EBP、学生/家庭因素和学校/教师因素在决策中的同等重要性。CFIR强调了对迭代决策过程的更好理解，并阐明了EBP如何通过选择、适应和使用来移动。COMPASS干预方案的描述性分析显示，平均选择5个ebp，具体的ebp基于目标域。社会目标使用了最广泛的ebp，并显示了与其他ebp的最大数量的相互关系。不同目标领域的目标实现结果相似。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.