Practice makes proficient
Evaluation of implementation fidelity following Compass consultation training
Bibliographic Data
| ID | 21376717 |
|---|---|
| Authors | Lisa A Ruble (0000-0001-7495-6572, Department of Special Education Ball State University Muncie Indiana USA, corresponding author), Lindsey Ogle (Department of Special Education Ball State University Muncie Indiana USA), Lindsey N Ogle (0000-0002-9261-4055, Ball State University), John H McGrew (0000-0003-2874-3896, Indiana University – Purdue University Indianapolis), John McGrew (Department of Psychology Indiana University‐Purdue University Indianapolis Indiana USA) |
| Year | 2023 |
| Volume | 60 |
| Issue | 3 |
| Pages | 743-760 |
| Publication date | 2023-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22800 |
| PMID | 36816883 |
| OpenAlex | W4296186185 |
| Language | EN |
| Citations received | 2 |
| References cited | 53 |
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.
Coaching · Compass · Fidelity · Intervention (counseling) · Medical education · Psychotherapist · Session (web analytics) · Test (biology) · Training (meteorology) · Applied Psychology · Behavioral and Psychological Studies · Computer Science · Health Policy Implementation Science · Language Development and Disorders · Medicine · Psychology
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Psychometric assessment of three newly developed implementation outcome measures
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A review of research on fidelity of implementation
Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2018
Matching Autism Interventions to Goals With Planned Adaptations Using Compass
Implementation of a relationship-based school readiness intervention
Effectiveness-implementation Hybrid Designs
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |