Abigail M A Love, Ru Ying Cai, Jennifer Stephenson, Emma Gallagher, Michael D Toland, Vicki Gibbs
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Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. 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引用次数: 0
摘要
在澳大利亚,自闭症学生接受教育的环境多种多样,几乎所有的教育工作者都将制定个性化目标作为确保适当调整和修改课程的一种方式。在为学生制定个性化目标时,教育工作者也会遇到类似的挑战,包括缺乏标准化的目标制定流程、支持网络不一致以及数据驱动目标制定方面的挑战。我们的研究目的是调整并试用 "能力与成功协作模式(COMPASS)",这是一项基于研究的干预措施,旨在改善自闭症学生的个性化目标设定过程。我们的主要假设是,与接受常规服务(SAU)的自闭症学生相比,参加 COMPASS 的自闭症学生在个性化成果方面会有更大的进步。为了回答我们的主要研究问题,我们采用了单盲群组随机试验。参与者被随机分为两组:(a) COMPASS 干预组和 (b) SAU 组。结果表明,教师接受干预的学生比接受 SAU 的学生在最终个性化目标方面取得了更大的进步,这与之前美国 COMPASS 的研究结果一致。此外,根据澳大利亚的情况对 COMPASS 进行的调整显示,满意度和忠实度都很高。这项干预措施成功地提高了学生在实现个性化目标方面取得的进展,证明了标准化干预措施在支持教师和家庭开展这一重要实践方面的益处。
Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial.
Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice.
期刊介绍:
The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.