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Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial.

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  • Additional Information
    • Source:
      Publisher: Springer Country of Publication: United States NLM ID: 7904301 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-3432 (Electronic) Linking ISSN: 01623257 NLM ISO Abbreviation: J Autism Dev Disord Subsets: MEDLINE
    • Publication Information:
      Publication: <2006- >: New York, NY : Springer
      Original Publication: New York, Plenum Press.
    • Subject Terms:
      Schools* ; Students*/psychology ; Goals* ; Autistic Disorder*/psychology ; Education, Special*/methods; Humans ; Australia ; Male ; Female ; Child ; Single-Blind Method ; Adolescent
    • Abstract:
      Competing Interests: Author’s Note: The authors are aware of different preferences and reasoning regarding the use of person-first (e.g. person with autism) versus identity-first (e.g. autistic person) language. The authors have chosen to write this paper using identity-first language, as this is the preference of most autistic people, including those on the research team (Bury et al., 2020; Taboas et al., 2022).
      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.
      (© 2024. The Author(s).)
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    • Contributed Indexing:
      Keywords: Autism; COMPASS; Education; Goal attainment scaling; Individualized planning
    • Publication Date:
      Date Created: 20240601 Date Completed: 20250820 Latest Revision: 20250823
    • Publication Date:
      20250823
    • Accession Number:
      PMC12367823
    • Accession Number:
      10.1007/s10803-024-06345-y
    • Accession Number:
      38822899