Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial.
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| Title: | Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial. |
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| Authors: | Love, Abigail M. A., Cai, Ru Ying, Stephenson, Jennifer, Gallagher, Emma, Toland, Michael D., Gibbs, Vicki |
| Source: | Journal of Autism & Developmental Disorders. Sep2025, Vol. 55 Issue 9, p3274-3287. 14p. |
| Subjects: | Teams in the workplace, Student satisfaction, Interprofessional relations, Philosophy of education, Physiological adaptation, Research funding, Autism, Evaluation of human services programs, Statistical sampling, Blind experiment, Students with disabilities, Goal (Psychology), Psychological adaptation, Randomized controlled trials, Descriptive statistics, Special education schools, Action research, Academic achievement, Asperger's syndrome, Special education, National competency-based educational tests, Comparative studies, Outcome-based education, Psychosocial factors |
| Geographic Terms: | Australia |
| Abstract: | Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06345-y |
