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

燈絲

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

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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

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PANEL

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

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Sputum

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.

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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

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Tortuous

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

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