Literaturnachweis - Detailanzeige
Autor/inn/en | Ruble, Lisa; McGrew, John H.; Snell-Rood, Claire; Adams, Medina; Kleinert, Harold |
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Titel | Adapting COMPASS for Youth with ASD to Improve Transition Outcomes Using Implementation Science |
Quelle | In: School Psychology, 34 (2019) 2, S.187-200 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2578-4218 |
DOI | 10.1037/spq0000281 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Evidence Based Practice; Focus Groups; Barriers; Individualized Transition Plans; Intervention; High School Students; Middle School Students; Teacher Attitudes; Parent Teacher Cooperation; Parent Attitudes; Student Attitudes; Guidance; Vocational Rehabilitation; Individualized Education Programs; Coaching (Performance); Employment; Postsecondary Education; Special Education; Stakeholders Autismus; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternverhalten; Schülerverhalten; Beratung; Berufliche Rehabilitation; Individualized education program; Individualisierendes Lernen; Dienstverhältnis; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen |
Abstract | Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate postsecondary outcomes compared to peers. Results were used to modify an evidence-based consultation intervention originally applied to young students with ASD, called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012). Because consultation is a multilevel EBP, two existing implementation science frameworks were used to guide adaptation: the Framework for Evidence Based Implementation and Intervention Practices (Dunst & Trivette, 2012) and the Consolidated Framework for Implementation Research (Damschroder et al., 2009). The purpose of this article is to describe a process of adaptation of COMPASS that may be useful for other implementation science studies of consultation interventions, teacher acceptability, feasibility, and burden, and parent/student satisfaction with the adapted intervention. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |