E-Book, Englisch, 273 Seiten
Ruble / Dalrymple / Mcgrew Collaborative Model for Promoting Competence and Success for Students with ASD
1. Auflage 2012
ISBN: 978-1-4614-2332-4
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
E-Book, Englisch, 273 Seiten
ISBN: 978-1-4614-2332-4
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program-Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders-has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students' life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text:Theory and rationale behind COMPASS.Self-evaluation tools for assessing core skills and competencies.Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan.Detailed instructions for implementing Action Plans and monitoring progress.Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
Lisa Ruble earned her Ph.D. in School Psychology from Indiana University. Currently, she is an Associate Professor in the College of Education at the University of Kentucky and Licensed Psychologist. Dr. Ruble was the principal investigator of the two NIH funded studies evaluating COMPASS. She has published over 50 articles in books or professional journals, made more than 100 presentations at international, national, and regional conferences, and consulted and trained hundreds of teachers in autism across Indiana, Kentucky, Tennessee and beyond. She is a past recipient of the New Investigator Award from the National Institute of Mental Health. In 2002, Dr. Ruble established the STAR Program at the University of Louisville and in 1998 helped establish services at TRIAD at Vanderbilt University. Her research program is based on these past experiences when she developed and provided social skills and behavioral interventions, school consultation and training, and parent training. These experiences influenced her interest in services research and the study of issues involved in the provision of evidence- based practices in community-based settings.
Nancy Dalrymple is an educational consultant in the field of autism. She was on the faculty at the University of Louisville School of Medicine, Department of Pediatrics, Weisskopf Child Evaluation Center then became a consultant to the STAR program there. She works with parents and families of children with autism to provide on-going support and information. Nancy also trains school personnel and others who interact with students with autism and has taught university classes. Previously, Nancy was director of the Indiana Resource Center for Autism (IRCA) and was on the Autism Society of America Panel of Professional Advisors as well as other advisory boards. Nancy continues to work with university faculty on research topics. She is the author of numerous research papers and practical source books about autism, and has presented on various topics regarding autism throughout her more than 30 years of experience in the field.
John McGrew earned his Ph.D. in Clinical Psychology from Indiana University. During his doctoral training one of his three primary areas of specialization was autism, for which he extensively utilized the resources of the IRCA, where Nancy was director. Currently, he is Professor of Psychology and Director of the Clinical Psychology Program at Indiana University Purdue University Indianapolis. Dr. McGrew has been principal or co-principal investigator of more than fifteen grants in the area of mental health services. His specialty is in intervention research and implementation science. Dr. McGrew has published over 60 articles in books or professional journals and made more than 75 presentations at national and regional conferences.
Lisa and Nancy first met in 1978, when Nancy was coordinating a residential program for students with autism at the Developmental Training Center (DTC) at Indiana University-Bloomington and Lisa's sister Leslie was in the program. Later, Lisa worked in the DTC program when she was an undergraduate at Indiana University. The program was funded through federal educational grants and was closely connected to the Indiana Department of Education. At that time, the IRCA staff were learning how best to develop programs for people with autism that would help them function in their home communities. Nancy also was a member of the Indiana Legislative Commission on Autism from 1980 to 1994 when the state made significant progress in developing programs for people with autism, including helping to establish the first autism Medicaid waiver in the country. Nancy and Lisa worked together again when Lisa was a master's student at Indiana University-Purdue University in Rehabilitation Psychology and completed her internship under Nancy's direction and her thesis under John's direction. John is now the Director of Training for this same program at IUPUI and during this time became father to Ian, who has severe autism.
Autoren/Hrsg.
Weitere Infos & Material
1;Preface;8
2;Introduction;10
3;What Is COMPASS?;10
3.1;Integrates Assessment and Intervention Planning;10
4;What Makes COMPASS Unique;11
4.1;Competency Development;11
4.2;Measurable Goals and Outcomes;11
4.3;Evolving Understanding of Competence;12
4.4;Individualized Approach;12
4.5;Training and Supporting Teachers;13
4.6;Consultation and Coaching: Two Different Roles, One Person;13
4.7;Supporting Parents, Caregivers, and Families;14
5;Who Should Use this Manual;14
6;How to Use this Manual;15
7;Overview of this Manual;15
7.1;Teachers and Parents Comments on the Benefits of the COMPASS Consultation and Coaching Intervention;17
7.1.1;From Teachers;17
7.1.2;From Parents;18
8;Acknowledgments;20
9;Contents;22
10;Chapter 1: Rationale for COMPASS;30
10.1;Measuring Success Through Competence;31
10.2;Evaluating the Effectiveness of COMPASS Through Research;32
10.3;COMPASS as a Proactive Approach;34
10.4;Need for an ASD-Specific Consultation Model;34
10.5;Collaborative Program Planning and Program Implementation;36
10.6;COMPASS as a Wrap-Around Model;37
11;Chapter 2: Theoretical Background of COMPASS;38
11.1;COMPASS as a Social, Cognitive, Behavioral Model;39
11.2;Distinction Between Impairment, Disability, and Handicap;40
11.2.1;Competence Enhancement Across the Lifespan;41
11.3;Balance Between Risk and Protective Factors;42
11.3.1;Challenges;42
11.3.2;Supports;43
12;Chapter 3: Evaluating Your Knowledge of ASD;45
12.1;Social Validity;46
12.2;Content Knowledge Versus Process Knowledge;46
12.3;Skill Levels Needed by COMPASS Consultants;47
12.4;Competencies for a COMPASS Consultant;50
12.4.1;Content Knowledge;50
12.4.2;Process Skills;51
12.5;Appendix A Self-Evaluation of Competencies for Consultants and People Teaching Students with Autism Spectrum Disorders;53
12.5.1;Area 1: Developmental Disabilities and ASD;53
12.5.2;Area II: Inclusion, Public Policy, and the Service System;54
12.5.3;Area III: Assessment and IEP Development for Students with ASD;54
12.5.4;Area IV: Programming for Students with ASD;55
12.5.5;Area V: Positive Behavior Support;55
12.5.6;Area VI: Medical Needs and Daily Living Skills;56
12.5.7;Area VII: Collaboration with Parents;56
12.5.8;Area VIII: Involvement with School Personnel;56
12.6;Appendix B Self-Evaluation of Process Skills Necessary for Level III COMPASS Consultation;57
12.6.1;Area 1: Explaining the Purpose and Outlining the Agenda;57
12.6.2;Area 2: Clarifying Questions and Concerns;57
12.6.3;Area 3: Keeping the Group Moving and Focused;57
12.6.4;Area 4: Involving All Participants;57
12.6.5;Area 5: Valuing All Participants’ Input;58
12.6.6;Area 6: Demonstrating Sensitivity and Responsivity to Culturally Diverse Families and Teachers;58
12.6.7;Area 7: Questioning Members Effectively to Draw Ideas from Group;58
12.6.8;Area 8: Being Flexible Enough to include Unexpected Information;58
12.6.9;Area 9: Summarizing as Group Moves Along;59
12.6.10;Area 10: Concluding with a Plan for Further Action;59
13;Chapter 4: Other Considerations for the Consultant;60
13.1;A Framework for Teacher Training;61
13.2;Consultant Characteristics: External Vs. Internal Consultants;63
13.2.1;Entry;64
13.2.2;Confidentiality;65
13.2.3;Evaluation of the Teacher;65
13.2.4;Willingness of Teacher to Participate;66
13.3;Teacher Characteristics;66
13.3.1;Accountability;66
13.3.2;Assessment;67
13.3.3;Individual Education Programs;67
13.3.4;Time;67
13.3.5;Role As Classroom Manager;68
13.3.6;Teacher As Consultant/Collaborator;68
13.4;Parent and Student Considerations;69
13.4.1;Student Characteristics;70
14;Chapter 5: Writing Effective Individual Education Programs;71
14.1;Best Practices;72
14.1.1;NRC Recommendations;72
14.1.2;Federal Law;73
14.2;Writing Good IEP Objectives;73
14.2.1;Maintenance and Generalization;75
14.3;IEP Evaluation Checklist;75
14.3.1;Ways to Use the Checklist;76
14.4;Appendix IEP Evaluation Form;77
14.4.1;Part A: Analysis of Overall IEP;77
14.4.2;Part B: Analysis of Specific IEP Objectives;79
14.4.3;Examples of IEP Objectives for Each Indicator Described in Part A;81
15;Chapter 6: COMPASS Consultation Action Plan: Step A;84
15.1;Step A: Activities Conducted Prior to a COMPASS Consultation;85
15.1.1;Gather Information About the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers;85
15.1.1.1;Consultant Observations;85
15.1.1.2;Caregiver and Teacher Reports;86
15.1.2;Complete COMPASS Challenges and Supports Joint Summary Form;87
15.2;Appendix A Consultant Assessment Checklist;88
15.2.1;Necessary Activities;88
15.2.2;Recommended But Not Required;89
15.3;Appendix B COMPASS Challenges and Supports Form for Caregivers and Teachers/Service Providers;90
15.3.1;1. Likes, Strengths, Frustrations and Fears;90
15.3.2;2. Adaptive Skills;92
15.3.3;3. Problem Behaviors*;93
15.3.4;4. Social and Play Skills;94
15.3.5;5. Communication Skills;96
15.3.6;6. Sensory Challenges;98
15.3.7;7. Sensory Supports;100
15.3.8;8. Learning Skills*;101
15.3.9;9. Environmental Challenges;102
15.3.10;10. Environmental Supports;104
15.3.11;11. Summary of Concerns;106
15.4;Appendix C Instructions for Completing COMPASS Challenges and Supports Joint Summary Form;107
15.5;Appendix D COMPASS Challenges and Supports Joint Summary Form;109
15.5.1;1. Student’s Likes, Strengths, Frustrations and Fears;109
15.5.2;2. Personal Management/Adaptive Skills;111
15.5.3;3. Problem Behaviors*;112
15.5.4;4. Social and Play Skills;113
15.5.5;5. Communication Skills;114
15.5.6;6. Sensory Challenges;116
15.5.7;7. Sensory Supports;118
15.5.8;8. Learning Skills;119
15.5.9;9. Environmental Challenges;120
15.5.10;10. Environmental Supports;122
15.5.11;11. Summary of Concerns;124
16;Chapter 7: COMPASS Consultation Action Plan: Step B;125
16.1;Step B: Activities During a COMPASS Consultation;125
16.1.1;Discuss COMPASS Consultation Training Packet;126
16.1.1.1;Introduction and Sign In;126
16.1.1.2;Explanation of COMPASS;127
16.1.1.3;Explanation of Purpose/Outcomes of COMPASS Consultation;127
16.1.1.4;Overview of Best Practices;128
16.1.2;Discuss the COMPASS Consultation Joint Summary;129
16.1.3;Identify and Come to a Consensus on the Top Three Concerns;142
16.1.4;Write Measurable IEP Objectives for the Consensus Areas;146
16.1.5;Develop COMPASS Teaching Plans for Each Measurable Objective;147
16.1.6;Summarize and Close;152
16.2;Appendix A Instructions for Completing Step B of COMPASS Consultation Action Plan;153
16.3;Appendix B Abridged Protocol for Step B of the COMPASS Consultation Action Plan;154
16.3.1;Discuss COMPASS Consultation Training Packet;154
16.3.1.1;Introductions and Sign In;154
16.3.1.2;Explanation of COMPASS;154
16.3.1.3;Explanation of Purpose/Outcomes of COMPASS Consultation;154
16.3.1.3.1;Purpose/Outcomes of COMPASS Consultation;154
16.3.1.4;Overview of Best Practices;155
16.3.1.4.1;Overview of Best Practices;155
16.3.2;Discuss the COMPASS Consultation Joint Summary;155
16.3.3;Identify and Come to a Consensus on the Top Three Concerns;155
16.3.4;Develop COMPASS Teaching Plans for Each Measurable Objective;156
16.3.5;Summarize and Close;156
16.4;Appendix C COMPASS Consultation Sign-In Sheet;157
16.5;Appendix D COMPASS Consultation Training Packet;158
16.6;COMPASS: Providing Direction;158
16.7;Overview of Best Practices for Individualized Education Plan (IEP) for Students with ASD;160
16.8;Prioritize Teacher and Caregiver Goals and Write Measurable Objectives;161
16.9;Compass Balance Between Challenges and Supports;162
16.10;COMPASS Teaching Plan: Environmental Supports;163
16.11;COMPASS Consultation Satisfaction Questionnaire;164
16.12;COMPASS Consultation Fidelity Checklist;167
16.13;Evidence-Based Online Resources for Teachers;169
16.13.1;Recommended Web sites;169
16.13.2;Social (See Recommended Web sites for Specific URL);169
16.13.3;Communication;169
16.13.4;Learning Skills;170
16.13.5;Behavior;170
16.13.6;Self-help/Adaptive;170
16.13.7;General;170
17;Chapter 8: From Consultation to Coaching: Implementing Plans and Monitoring Progress;171
17.1;What Is Coaching?;171
17.2;Is Ongoing Coaching After the Initial COMPASS Consultation Really Necessary?;173
17.2.1;Performance Feedback;174
17.3;Intervention Fidelity and Consultation Outcomes;174
17.4;What Skills Does a Coach Need?;175
17.5;COMPASS Coaching Protocol;176
17.5.1;Step 1: Observe the Student;177
17.5.2;Step 2: Review the GAS Form;178
17.5.2.1;Creating a GAS Form;179
17.5.3;Step 3: Complete Teacher Interview for Coaching Form;183
17.5.4;Step 4: Summary Activities;184
17.5.5;Step 5: Fidelity Forms and Evaluation;187
17.6;Terminating the Consultation;188
17.7;Appendix A Instructions for Completing Chapter 8 Forms;189
17.8;Appendix B Session 1 Coaching Protocol;191
17.9;Appendix C Standard COMPASS Coaching Protocol;192
17.10;Appendix D COMPASS Coaching Checklist;193
17.11;Appendix E Teacher Interview for Coaching Form;195
17.11.1;GAS Objective # 1;195
17.11.2;GAS Objective # 2;195
17.11.3;GAS Objective # 3;195
17.12;Appendix F COMPASS Coaching Feedback Form;196
17.13;Appendix G COMPASS Coaching Fidelity Checklist;197
17.14;Appendix H COMPASS Coaching Summary Template;198
17.15;Appendix I COMPASS Coaching Impressions Scale;199
17.16;Appendix J Autism Engagement Rating Scale (Classroom Version);200
17.17;Autism Engagement Rating Scale: Hints for Coding (Ruble et al., revised 2005);201
17.18;Appendix K Teacher Engagement Rating Scale (Ruble et al., revised 2005);203
17.19;Teacher Engagement Rating Scale: Hints for Coding;204
17.20;Appendix L Multiple Trials Data Sheet;206
17.21;Appendix M Activity-Based Data Sheet;207
18;Chapter 9: COMPASS Case Studies;208
18.1;Case Study 1: Anthony;209
18.1.1;Background Information;209
18.1.2;Step A. Activities Prior to a COMPASS Consultation;210
18.1.2.1;Step A. 1. Gather Information about the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers;210
18.1.3;Information from Direct Evaluation;210
18.1.3.1;Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form;212
18.1.4;Step B: Activities During a COMPASS Consultation;212
18.1.4.1;Step B. 1. Discuss COMPASS Consultation Training Packet;212
18.1.4.2;Step B. 2. Discuss COMPASS Challenges and Supports Joint Summary Form;213
18.2;Case Study 1: Anthony;215
18.2.1;COMPASS Challenges and Supports Joint Summary Form;215
18.2.1.1;1. Student’s Likes, Strengths, Frustrations and Fears;215
18.2.1.2;2. Adaptive Skills;216
18.2.1.3;3. Problem Behaviors*;217
18.2.1.4;4. Social Skills (S=strength; W=weakness)218
18.2.1.5;5. Communication Skills;219
18.2.1.6;6. Sensory Challenges;220
18.2.1.7;7. Sensory Supports;222
18.2.1.8;8. Learning Skills;223
18.2.1.9;9. Environmental Challenges;224
18.2.1.10;10. Environmental Supports;225
18.2.1.11;11. Summary of Concerns;226
18.2.1.12;Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives;226
18.2.1.12.1;Developing the Goal Attainment Scale;227
18.3;Goal Attainment Scale Form for Anthony;228
18.3.1;Step B. 4. Develop COMPASS Teaching Plans for each Measurable Objective;229
18.3.1.1;Teaching Plan for Objective 1;229
18.3.1.1.1;Personal and Environmental Challenges and Supports for Teaching Plan 1;230
18.3.1.1.2;Teaching Plan;230
18.3.1.2;Teaching Plan for Objective 2;231
18.3.1.2.1;Personal and Environmental Challenges and Supports for Teaching Plan 2;231
18.3.1.2.2;Teaching Plan;231
18.3.1.3;Teaching Plan for Objective 3;232
18.3.1.3.1;Personal and Environmental Challenges and Supports for Teaching Plan 3;232
18.3.1.3.2;Teaching Plan;232
18.3.1.3.3;Summarize and Close;233
18.3.1.4;Coaching: Implementing Plans, Monitoring Progress, and Making Adjustments;234
18.4;Coaching Session 1;234
18.4.1;Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal;235
18.4.2;Step 2: Review the Goal Attainment Scale Form;235
18.4.3;Step 3: Complete the Teacher Interview Form for Each Objective;236
18.5;Activity-Based Data Sheet;237
18.5.1;Step 4: Complete Summary Activities;239
18.5.2;Step 5: Obtain Completed Evaluation and Fidelity Forms;239
18.6;Coaching Session 2;239
18.6.1;Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal;240
18.6.2;Step 2: Review the Goal Attainment Scale Form;240
18.6.3;Step 3: Complete the Teacher Interview Form for Each Objective;240
18.7;Activity-Based Data Sheet;242
18.7.1;Step 4: Complete Summary Activities;242
18.7.2;Step 5: Obtain Completed Evaluation and Fidelity Forms;242
18.8;Coaching Session 3;243
18.8.1;Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal;243
18.8.2;Step 2: Review the Goal Attainment Scale Form;243
18.8.3;Step 3: Complete the Teacher Interview for Coaching Form for Each Objective;243
18.9;Activity-Based Data Sheet;244
18.9.1;Step 4: Complete Summary Activities;245
18.9.2;Step 5: Obtain Completed Evaluation and Fidelity Forms;245
18.10;Coaching Session 4;245
18.10.1;Step 1: Observe the Student Demonstrating each Targeted Skill/Objective/Goal;245
18.10.2;Step 2: Review the Goal Attainment Scale Form;246
18.10.3;Step 3: Complete the Teacher Interview for Coaching Form for each objective;246
18.10.4;Step 4: Complete Summary Activities;247
18.10.5;Step 5: Obtain Completed Evaluation and Fidelity Forms;247
18.11;Final Evaluation of Progress;248
18.12;Case Study 2: Ethan;248
18.12.1;Background Information;248
18.12.1.1;Step A: Activities Prior to COMPASS Consultation;249
18.12.1.1.1;Step A. 1. Gather Information About the Student from Consultant Observations and from Parent and Teacher Report Using the COMPASS Challenges and Supports Form for Caregivers and Teachers;249
18.12.1.1.2;Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form;249
18.12.1.2;Step B. Activities during a COMPASS Consultation;250
18.12.1.2.1;Step B. 1. Discuss COMPASS Consultation Training Packet;250
18.12.1.2.2;Step B. 2. Discuss COMPASS Consultation Joint Summary;250
18.12.1.2.3;Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives;252
18.12.1.2.4;Step B. 4. Develop COMPASS Teaching Plans for Each Measurable Objective;252
18.13;Teaching Plan for Objective 1;253
18.13.1;Personal and Environmental Challenges and Supports for Teaching Plan 1;253
18.13.2;Teaching Plan;253
18.14;Teaching Plan for Objective 2;254
18.14.1;Personal and Environmental Challenges and Supports for Teaching Plan 2;254
18.14.2;Teaching Plan;254
18.15;Teaching Plan for Objective 3;255
18.15.1;Personal and Environmental Challenges and Supports for Teaching Plan 3;255
18.15.2;Teaching Plan;255
18.16;Goal Attainment Scale Form for Ethan;256
18.16.1;Coaching Session 1;257
18.16.1.1;Communication Skills;257
18.16.1.2;Social Skills;258
18.16.1.3;Personal Management/Adaptive Skills;258
18.16.1.4;Summary Activities;258
18.16.2;Coaching Session 2;258
18.16.2.1;Communication Skills;259
18.16.2.2;Social Skills;259
18.16.2.3;Personal Management/Adaptive Skills;259
18.16.3;Coaching Session 3;260
18.16.3.1;Communication Skills;260
18.16.3.2;Social Skills;260
18.16.3.3;Personal Management/Adaptive Skills;261
18.16.4;Coaching Session 4;261
18.16.4.1;Communication Skills;261
18.16.4.2;Social Skills;262
18.16.4.3;Personal Management/Adaptive Skills;262
18.16.5;Final Evaluation;262
18.16.5.1;Consultant Comments;262
18.17;Case Study 3: Gary;263
18.17.1;Background Information;264
18.17.1.1;Information from Direct Evaluation;264
18.17.1.1.1;Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives;264
18.17.2;Teaching Plan for Objective 1;265
18.17.2.1;Personal and Environmental Challenges and Supports for Teaching Plan 1;265
18.17.2.2;Possible Responses;265
18.17.2.3;Teaching Plan;266
18.17.3;Teaching Plan for Objective 2;266
18.17.3.1;Personal and Environmental Challenges and Supports for Teaching Plan 2;267
18.17.3.2;Teaching Plan;267
18.17.4;Teaching Plan for Objective 3;268
18.17.4.1;Personal and Environmental Challenges and Supports for Teaching Plan 3;268
18.17.4.2;Teaching Plan;268
18.17.5;Coaching Session 1;269
18.18;Goal Attainment Scale Form for Gary;269
18.18.1;Communication Skills;271
18.18.2;Social Skills;271
18.18.3;Learning Skills;271
18.18.4;Coaching Session 2;272
18.18.4.1;Communication Skills;272
18.18.4.2;Social Skills;273
18.18.4.3;Learning Skills;273
18.18.5;Coaching Session 3;273
18.18.5.1;Communication Skills;273
18.18.5.2;Social Skills;274
18.18.5.3;Learning Skills;274
18.18.6;Coaching Session 4;275
18.18.6.1;Communication;275
18.18.6.2;Social Skills;275
18.18.6.3;Learning Skills;276
18.18.7;Summary;277
18.19;Conclusion;277
19;Glossary;278
20;References;284
21;Resources on Content Knowledge;286
22;Resources on Process Skills;289
23;About the Authors;290
24;Index;292
