Ruble Lisa, Ogle Lindsey, McGrew John
Department of Special Education, Ball State University.
Department of Psychology, Indiana University-Purdue University.
Psychol Sch. 2023 Mar;60(3):743-760. doi: 10.1002/pits.22800. Epub 2022 Sep 16.
To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD.
Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested a training package with community-based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents).
Results confirm that COMPASS-naïve CTs can be successfully trained. At least one feedback session was needed to achieve proficiency. Initial fidelity ratings between researchers and CTs were disparate suggesting self-report may not be adequate. Four feedback opportunities were required to achieve proficiency in writing intervention plans, an activity particularly challenging for CTs. Teachers and parents perceived COMPASS as acceptable, appropriate, and feasible. CTs knowledge of EBPs increased significantly following training; however, positive attitudes toward EBPs did not.
The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted.
测试针对COMPASS的一套培训方案，COMPASS是一种多层次咨询与指导干预措施，旨在改善自闭症谱系障碍（ASD）学生的教育成果。
采用侧重于实施的混合3型设计以及评估实施结果的多维度方法，我们对不熟悉COMPASS的社区顾问学员（CTs）进行了一套培训方案测试，并从多个来源（学员、教师和家长）评估了接受度、适宜性、可行性和保真度。
结果证实，对COMPASS一无所知的CTs能够成功接受培训。至少需要一次反馈会议才能达到熟练程度。研究人员与CTs之间的初始保真度评级存在差异，这表明自我报告可能并不充分。需要四次反馈机会才能在编写干预计划方面达到熟练程度，这一活动对CTs来说尤其具有挑战性。教师和家长认为COMPASS是可接受的、适宜的且可行的。培训后，CTs对循证实践（EBPs）的知识显著增加；然而，对EBPs的积极态度并未增加。
实施结果表明，该培训方案对培训CTs有效；然而，编写干预计划方面还需要更多练习。
