부산대학교 도서관

A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested the 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 evidence‐based practices (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. PRACTITIONER POINTS: School‐based autism consultants can be trained to provide high quality COMPASS consultation. Consultants needed at least one feedback session to achieve proficiency in delivery of the initial consultation and coaching session. Most difficult for consultants were writing intervention plans because four feedback sessions were necessary. [ABSTRACT FROM AUTHOR]