Intervention Plan Quality Matters: Using COMPASS to Collaboratively Develop Student-Centered, Evidence-Based Intervention Plans Using an EBPP Approach

The quality of interventions for children with autism has improved thanks in part to the widespread dissemination of evidence-based practices (EBPs); however, teachers still report challenges developing focused interventions targeting the core challenges of students with autism. Tested in three rand...

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Bibliographic Details
Published in:Journal of educational and psychological consultation 2024-07, Vol.34 (3), p.265-289
Main Authors: Ogle, Lindsey N., Garman-McClaine, Blaine A., Ruble, Lisa A.
Format: Article
Language:English
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Summary:The quality of interventions for children with autism has improved thanks in part to the widespread dissemination of evidence-based practices (EBPs); however, teachers still report challenges developing focused interventions targeting the core challenges of students with autism. Tested in three randomized trials, COMPASS is a consultation-based implementation strategy that prioritizes shared decision-making in the development of goals and intervention plans using an evidence-based practice in psychology approach. To successfully train COMPASS consultants, a 16-item Intervention Plan Quality Scale (IPQS) was developed and tested with a set of nine school-based COMPASS-trained consultants who provided a total of 28 consultations. Results revealed that the IPQS had acceptable reliability and concurrent validity and was successful in helping consultant trainees develop high-quality plans over four feedback sessions. Overall, the IPQS was helpful for fidelity monitoring and appears to partially mediate child goal attainment outcomes through teacher adherence implementing the intervention plans.
ISSN:1047-4412
1532-768X
DOI:10.1080/10474412.2024.2352464