標(biāo)題: Titlebook: COMPASS and Innovative Education for Students with Autism; Lisa A. Ruble,John H. McGrew Book 2023 The Editor(s) (if applicable) and The Au [打印本頁] 作者: 贖罪 時間: 2025-3-21 18:36
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作者: 滔滔不絕地說 時間: 2025-3-21 21:54
978-3-031-31397-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl作者: EXTOL 時間: 2025-3-22 02:55 作者: 得罪人 時間: 2025-3-22 06:47
http://image.papertrans.cn/c/image/220429.jpg作者: chastise 時間: 2025-3-22 12:22
Francisco Pereira Coutinho,Nuno Pi?arra the range of individuals with autism. Best practices are not diagnosis-focused (the standard for EBPs) but individual-focused and are oversimplified by an approach that presumes a simple matching from diagnosis to a list of acceptable interventions for each diagnosis. COMPASS is a second-generation作者: 樂章 時間: 2025-3-22 12:54
Francisco Pereira Coutinho,Nuno Pi?arratainment outcomes for autistic students served in general and special education classrooms, across the age span, and across the autism spectrum. However, all previous studies have been delivered by the original developers of COMPASS which limits dissemination to community or school providers. This c作者: 樂章 時間: 2025-3-22 20:36
,Versatile Publishing Projects (1938–1943),ederal law requirements and best practice recommendations for developing transition IEPs for students with autism. In addition, the effectiveness of federal law requirements and best practice recommendations is examined through a literature review and document analysis of IEPs collected during COMPA作者: 小口啜飲 時間: 2025-3-22 21:47
Johanna Jacob,Michelle Peters,T. Andrew Yanggh the Australian school context and legalities around individualized planning are different compared to the United States where COMPASS was previously tested, teachers similarly?acknowledge the common?challenge of ensuring this process of individualized planning?results in meaningful learning for t作者: cleaver 時間: 2025-3-23 02:35
A Cloud Based Entitlement Granting Engineand often must be adapted. COMPASS was originally developed for young children. Because of the need for interventions that improve the transition planning process and outcomes of adolescents and young adults with autism, it was necessary to modify COMPASS for this age group. In this chapter, we prov作者: 和藹 時間: 2025-3-23 06:31
Johanna Jacob,Michelle Peters,T. Andrew Yang who seek help to understand and address concerns of behavior. Often the magnitude of behavioral challenges and their impact on caregivers makes the need for interventions to support families a priority. C-HOPE addresses behavioral challenges by enhancing environmental supports with the people most 作者: FIG 時間: 2025-3-23 12:12 作者: insecticide 時間: 2025-3-23 17:50 作者: 容易做 時間: 2025-3-23 21:22 作者: shrill 時間: 2025-3-24 02:16
Ragib Hasan,Yuliang Zheng,Jeffery T. Walkert. Families and providers from rural areas face unique challenges accessing quality supports for services in autism and professional development and training in autism. Schools are an ideal context for providing interventions for children with autism. However, teachers often express the need for mor作者: 整頓 時間: 2025-3-24 06:05
Francisco Pereira Coutinho,Nuno Pi?arrae EBPP model, while also systematically gathering the information within each domain. Further, COMPASS supports the decision-making necessary for adapting interventions to best meet the needs of the individual student across the autism spectrum and their learning environment, including caregiver and作者: Tractable 時間: 2025-3-24 09:43 作者: 繁榮地區(qū) 時間: 2025-3-24 11:00
,Versatile Publishing Projects (1938–1943), the quality of IEPs for transition age students with autism, (3) the content and uses of the IEP quality measure for transition, and (4) recommendations for developing effective IEPs for transition-age students with autism.作者: DEFT 時間: 2025-3-24 15:12 作者: 燦爛 時間: 2025-3-24 19:06
Johanna Jacob,Michelle Peters,T. Andrew Yangother half are group facilitated sessions with other caregivers. To increase the reach of C-HOPE, we adapted the intervention so that it could be provided via telehealth and tested its effectiveness. We conclude the chapter with a case study of C-HOPE, including outcomes across the 8-week sessions a作者: enhance 時間: 2025-3-25 01:38
Ragib Hasan,Yuliang Zheng,Jeffery T. Walkere in terms of teacher adherence and student goal attainment outcomes. We provide specific recommendations for when to choose one modality over another. Unlike modality, however,?dosage was found to be important. We found that the number of opportunities for coaching or feedback was impactful on both作者: 碎石頭 時間: 2025-3-25 03:39
https://doi.org/10.1007/978-3-030-58703-1ntal health (COMPASS-MH). The unique aspects of COMPASS-MH, including the emphasis on caregiver involvement in designing and implementing teaching practices and targeting of social-emotional skills and mental health concerns, are articulated in detail. A case study is used to illustrate the applicat作者: Commentary 時間: 2025-3-25 07:48 作者: 散開 時間: 2025-3-25 13:36 作者: Instinctive 時間: 2025-3-25 16:53
nce assessment to identify students in need of the focused instruction that COMPASS provides..Key areas of coverage include:.Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP978-3-031-31397-4978-3-031-31395-0作者: 懶惰民族 時間: 2025-3-25 22:05 作者: aesthetician 時間: 2025-3-26 01:43
COMPASS and Innovative Education for Students with Autism978-3-031-31395-0作者: 水槽 時間: 2025-3-26 07:30
Book 2023school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides..Key areas of coverage include:.Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP作者: Trypsin 時間: 2025-3-26 10:09
Innovations in Evidence-Based Practices, Evidence-Based Principles, and Common Elements with COMPASSe EBPP model, while also systematically gathering the information within each domain. Further, COMPASS supports the decision-making necessary for adapting interventions to best meet the needs of the individual student across the autism spectrum and their learning environment, including caregiver and作者: initiate 時間: 2025-3-26 16:38 作者: 審問,審訊 時間: 2025-3-26 20:48
Advances in Measurement in Transition IEPs for Youth with Autism the quality of IEPs for transition age students with autism, (3) the content and uses of the IEP quality measure for transition, and (4) recommendations for developing effective IEPs for transition-age students with autism.作者: 燈絲 時間: 2025-3-26 23:06
Adapting COMPASS in Australiaay to increase teacher self-efficacy and improve student outcomes. In this chapter,?we describe our adaptation of COMPASS as a solution for the challenges around goal-setting to understand if students who participated in COMPASS would demonstrate more growth on their individualized goals than studen作者: formula 時間: 2025-3-27 01:33
COMPASS for Hope (C-HOPE) for Caregivers of Children with Autism and Behaviorother half are group facilitated sessions with other caregivers. To increase the reach of C-HOPE, we adapted the intervention so that it could be provided via telehealth and tested its effectiveness. We conclude the chapter with a case study of C-HOPE, including outcomes across the 8-week sessions a作者: HALO 時間: 2025-3-27 07:45 作者: PANEL 時間: 2025-3-27 13:08
COMPASS for Middle School Mental Healthntal health (COMPASS-MH). The unique aspects of COMPASS-MH, including the emphasis on caregiver involvement in designing and implementing teaching practices and targeting of social-emotional skills and mental health concerns, are articulated in detail. A case study is used to illustrate the applicat作者: 哎呦 時間: 2025-3-27 17:07 作者: Sputum 時間: 2025-3-27 17:57
Teachers Supporting Teachers: Training Teachers to Implement COMPASS with Peer Coachingool settings. This chapter proposes a novel adaptation of COMPASS to increase its reach in underserved and rural public schools. In this chapter, we discuss an innovation of training teachers as peer coaches to support the implementation of COMPASS when a consultant is not available or accessible.作者: vertebrate 時間: 2025-3-27 22:00
Innovations in Evidence-Based Practices, Evidence-Based Principles, and Common Elements with COMPASS the range of individuals with autism. Best practices are not diagnosis-focused (the standard for EBPs) but individual-focused and are oversimplified by an approach that presumes a simple matching from diagnosis to a list of acceptable interventions for each diagnosis. COMPASS is a second-generation作者: coltish 時間: 2025-3-28 03:28 作者: Tortuous 時間: 2025-3-28 08:00
Advances in Measurement in Transition IEPs for Youth with Autismederal law requirements and best practice recommendations for developing transition IEPs for students with autism. In addition, the effectiveness of federal law requirements and best practice recommendations is examined through a literature review and document analysis of IEPs collected during COMPA作者: dictator 時間: 2025-3-28 10:44 作者: 帶子 時間: 2025-3-28 16:23
Adapting?and Evaluating COMPASS for Transition-Age Youth for Improving School Outcomesand often must be adapted. COMPASS was originally developed for young children. Because of the need for interventions that improve the transition planning process and outcomes of adolescents and young adults with autism, it was necessary to modify COMPASS for this age group. In this chapter, we prov作者: Allodynia 時間: 2025-3-28 18:49 作者: 懶惰民族 時間: 2025-3-29 02:20
What Matters in COMPASS Coaching with Teachers: Method or Amount? to teachers to support the implementation of intervention plans. However, face-to-face coaching is a time-intensive activity, and little is known about the impact of dosage and modality (face-to-face, electronic feedback) on teacher and student outcomes. This chapter compiles the previous research 作者: Mosaic 時間: 2025-3-29 06:34
COMPASS for Middle School Mental Healthte social-emotional skills and address mental health concerns using evidence-based practices that involve caregivers, teachers, and other school professionals. The use of COMPASS to address mental health in autistic youth is well-aligned with existing, universal practices implemented in schools thro作者: 尊敬 時間: 2025-3-29 07:15 作者: opportune 時間: 2025-3-29 12:23 作者: 殺蟲劑 時間: 2025-3-29 17:03
