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A randomized controlled trial of COMPASS web-based and face-to-face teacher coaching in autism . OBJECTIVE Most children with autism rely on schools as their primary source of intervention , yet research has suggested that teachers rarely use evidence-based practices . To address the need for improved educational outcomes , a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success ( COMPASS ; Ruble , Dalrymple , & McGrew , 2010 ; Ruble , Dalrymple , & McGrew , 2012 ) was evaluated in a 2nd randomized controlled trial , with the addition of a web-based group . METHOD Forty-nine teacher-child dyads were randomized into 1 of 3 groups : ( 1 ) a placebo control ( PBO ) group , ( 2 ) COMPASS followed by face-to-face ( FF ) coaching sessions , and ( 3 ) COMPASS followed by web-based ( WEB ) coaching sessions . Three individualized goals ( social , communication , and independence skills ) were selected for intervention for each child . The primary outcome of independent ratings of child goal attainment and several process measures ( e.g. , consultant and teacher fidelity ) were evaluated . RESULTS Using an intent-to-treat approach , findings replicated earlier results with a very large effect size ( d = 1.41 ) for the FF group and a large effect size ( d = 1.12 ) for the WEB group relative to the PBO group . There were no differences in overall change across goal domains between the FF and WEB groups , suggesting the efficacy of videoconferencing technology . CONCLUSIONS COMPASS is effective and results in improved educational outcomes for young children with autism . Videoconferencing technology , as a scalable tool , has promise for facilitating access to autism specialists and bridging the research-to-practice gap .
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Intervention_Educational
COMPASS web-based
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Intervention_Educational
face-to-face teacher coaching
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Intervention_Educational
Collaborative Model for Promoting Competence and Success ( COMPASS
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Intervention_Control
a placebo control ( PBO ) group
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Intervention_Educational
COMPASS followed by face-to-face ( FF ) coaching sessions
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Intervention_Educational
COMPASS followed by web-based ( WEB ) coaching sessions
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Intervention_Educational
social , communication , and independence skills
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Intervention_Educational
COMPASS
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Outcome_Physical
independent ratings of child goal attainment and several process measures ( e.g.
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Participant_Condition
autism
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Participant_Age
children
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Participant_Condition
autism
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Participant_Sample-size
Forty-nine
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Participant_Age
child
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Participant_Age
children
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Participant_Condition
autism