By Lisa A. Ruble, Nancy J. Dalrymple, John H. McGrew
Rising numbers of youngsters clinically determined with autism spectrum problems skill extra scholars with ASD coming into pre-school and the effortless grades. For those younger beginners, individualized guideline towards measurable pursuits is important to potent schooling. The COMPASS program—Collaborative version for selling Competence and good fortune for college students with Autism Spectrum Disorders—has been built to enhance results for those scholars within the special context in their lives.
Collaborative version for selling Competence and luck for college students with ASD builds consulting and ASD wisdom advantage whereas operating with households and academics in a scientific, empirically supported session application. The publication deals a framework for individualized review and software making plans dependent in scholars’ existence reviews in addition to family members and instructor enter. while, its two-tiered consultation/coaching method is designed to reduce the setbacks that take place even in optimum relatives and school room occasions. Protocols, scripts, kinds, and case examples are incorporated for a whole advisor to facilitating winning studying.
Featured within the text:
- Theory and intent in the back of COMPASS.
- Self-evaluation instruments for assessing middle talents and competencies.
- Guidelines for writing potent person education schemes and the COMPASS motion Plan.
- Detailed directions for enforcing motion Plans and tracking progress.
- Case reports of the COMPASS software in real-life occasions.
- A entire package of varieties, scales, and checklists.
Practitioners operating with teenagers with ASD, rather in baby and college psychology, targeted schooling, rehabilitation, social paintings, speech pathology, and developmental psychology, will locate in Collaborative version for selling Competence and luck for college students with ASD a session version that empowers lecturers, households, and chiefly, scholars.
Read Online or Download Collaborative Model for Promoting Competence and Success for Students with ASD PDF
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Extra info for Collaborative Model for Promoting Competence and Success for Students with ASD
Example text
An evaluator who was unaware of the teacher–student pair group assignment evaluated the students before (at the start of the school year) and after the intervention (at the end of the school year). The results revealed that the students whose teachers received the consultation and coaching sessions made significantly more improvements in the targeted IEP objectives. Although the control group made progress throughout the year, the COMPASS group students made progress at almost twice the rate of the comparison group children.
2. 3. 4. The importance of social validity. The difference between content knowledge and process knowledge. The three skill levels that COMPASS consultants must obtain. The eight content knowledge and nine process skill competencies required of COMPASS consultants. Before we describe the components of a COMPASS consultation, several factors must be considered. We have learned that the successes and outcomes of consultation are dependent upon the knowledge and skills of the consultant. To effectively support people with autism, it is not enough to have a consultant who is an expert in consultation: he or she must also have specific knowledge about autism spectrum disorder and developmental disabilities.
Process skills refer to the ability to carry out the problem-solving steps necessary to meet the goals of the consultation. While content knowledge refers to the consultant’s understanding of ASD, process skills refer to the consultant’s ability to actively shape understanding, teach concepts, and transfer skills to others so that teachers and parents are empowered to understand and implement program recommendations. Examples of essential process skills described by Bramlett and Murphy (1998) include competency in such core areas as: (a) social and communication skills (active listening, paraphrasing, summarizing, and reflecting feelings); (b) knowledge and application of systematic problem solving; and (c) self-reflection and self-evaluation.