Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training.

OBJECTIVE

To test a training package for COMPASS, a multi-level consultation and coaching intervention for improved educational outcomes of students with ASD.

METHOD

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

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.

CONCLUSIONS

The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted.