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

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978-3-031-31397-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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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

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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

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,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

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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

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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

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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