Abstract
COMPASS is comprised of two distinct, but related implementation practice activities—the initial consultation and the follow-up teacher coaching activities. Both are designed to empower parents and teachers as the active decision-makers on behalf of a student and assist them in their efforts to intervene with the student using performance-based outcome assessment and decision-making. As shown in our Integrated Model, we were interested in the relationship between our implementation practice (consultant behaviors) and the intervention practice (teacher behaviors). Thus, the focus of this chapter is on consultant behavior and its impact on teacher behavior. We examined several indicators of consultant behavior. Analysis of the quality of the verbal communication between the parent, teacher, and consultant during the initial consultation showed that the exchanges were positive and positive exchanges correlated with IEP quality. Importantly IEP quality correlated with child outcomes, a finding discussed in the following chapter, implying a relationship between our implementation practice, intervention practice, and practice outcomes. We also discuss our findings that showed a relationship between coaching quality and teaching quality at each coaching. Lastly we discuss the association between coaching quality and student outcomes via the association with teaching quality.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Breitenstein, S. M., Gross, D., Garvey, C. A., Hill, C., Fogg, L., & Resnick, B. (2010). Implementation fidelity in community‐based interventions. Research in nursing & health, 33(2), 164–173.
Brown, D., Pryzwansky, W. B., & Schulte, A. C. (2011). Psychological consultation and collaboration : Introduction to theory and practice (7th ed.). Upper Saddle River: University of North Carolina.
Carroll, C., Patterson, M., Wood, S., Booth, A., Rick, J., & Balain, S. (2007). A conceptual framework for implementation fidelity. Implement Sci, 2(1), 40.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American journal of community psychology, 41(3–4), 327–350.
Dusenbury, L., Brannigan, R., Falco, M., & Hansen, W. B. (2003). A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health education research, 18(2), 237–256.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional children, 71(2), 149–164.
Leaper, C. (1991). Influence and involvement in children’s discourse: Age, gender, and partner effects. Child development, 62(4), 797–811.
Moncher, F. J., & Prinz, R. J. (1991). Treatment fidelity in outcome studies. Clinical psychology review, 11(3), 247–266.
Odom, S. L. (2009). The tie that binds evidence-based practice, implementation science, and outcomes for children. Topics in Early Childhood Special Education, 29(1), 53–61.
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33–84.
Ruble, L., Birdwhistell, J., Toland, M., & McGrew, J. (2011). Analysis of parent, teacher, and consultant speech exchanges and educational outcomes of students with autism during COMPASS consultation. Journal of Educational and Psychological Consultation, 21(4), 259–283.
Ruble, L. A., & Dalrymple, N. J. (1996). An alternative view of outcome in autism. Focus on Autism and Other Developmental Disabilities, 11(1), 3–14.
Ruble, L. A., & Dalrymple, N. J. (2002). COMPASS: a parent-teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 76–83.
Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301.
Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer Science + Business Media.
Ruble, L., & McGrew, J. H. (2013). Teacher and child predictors of achieving iep goals of children with autism. Journal of Autism and Developmental Disorders. doi: 10.1007/s10803-013-1884-x.
Ruble, L. A., McGrew, J. H., & Toland, M. D. (2013). Mechanisms of change in compass consultation for students with autism (Vol. 35). USA: Sage Publications.
Sheridan, S. M., Meegan, S. P., & Eagle, J. W. (2002). Assessing the social context in initial conjoint behavioral consultation interviews: An exploratory analysis investigating processes and outcomes. School Psychology Quarterly, 17, 299–324.
Yeaton, W. H., & Sechrest, L. (1981). Critical dimensions in the choice and maintenance of successful treatments: strength, integrity, and effectiveness. Journal of consulting and clinical psychology, 49(2), 156.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2015 The Author(s)
About this chapter
Cite this chapter
Ruble, L.A., McGrew, J.H. (2015). COMPASS Implementation Quality. In: COMPASS and Implementation Science. SpringerBriefs in Psychology(). Springer, Cham. https://doi.org/10.1007/978-3-319-18555-2_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-18555-2_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-18554-5
Online ISBN: 978-3-319-18555-2
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)