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001476267 005__ 20231003174640.0
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001476267 020__ $$a9783031313950$$q(electronic bk.)
001476267 020__ $$a303131395X$$q(electronic bk.)
001476267 020__ $$z3031313941
001476267 020__ $$z9783031313943
001476267 0247_ $$a10.1007/978-3-031-31395-0$$2doi
001476267 035__ $$aSP(OCoLC)1395216882
001476267 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dGW5XE$$dEBLCP$$dOCLCO
001476267 049__ $$aISEA
001476267 050_4 $$aLC4717.5
001476267 08204 $$a371.94$$223/eng/20230830
001476267 24500 $$aCOMPASS and innovative education for students with autism /$$cLisa A. Ruble, John H. McGrew, editors.
001476267 264_1 $$aCham :$$bSpringer,$$c[2023]
001476267 264_4 $$c©2023
001476267 300__ $$a1 online resource (xxiv, 220 pages) :$$billustrations (some color)
001476267 336__ $$atext$$btxt$$2rdacontent
001476267 337__ $$acomputer$$bc$$2rdamedia
001476267 338__ $$aonline resource$$bcr$$2rdacarrier
001476267 500__ $$aIncludes index.
001476267 5050_ $$aChapter 1. Evidence-Based Practice In Psychology and COMPASS for Improving Educational Outcomes in ASD -- Chapter 2. Evidence-Based Practices, Evidence-Based Principles, and Common Elements of COMPASS -- Chapter 3.: Advances in Measurement in IEPs for Transition-Age Youth with ASD -- Chapter 4. Evidence of COMPASS for Improving School Outcomes for Transition-Age Youth -- Chapter 5: Professional Development and Training of Community-Based ASD School Consultants -- Chapter 6: COMPASS IEP Goal Attainment and Fidelity Outcomes with In-Person and Telecoaching Feedback -- Chapter 7 Consultant, Teacher, Parent, and Student Characteristics That Impact School Outcomes -- Chapter 8: New Directions for Implementation Science with ACT SMART, CAST, and ENCOMPASS: Supporting the Deployment of COMPASS for Preschool through High School Students.
001476267 506__ $$aAccess limited to authorized users.
001476267 520__ $$aThis book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcome s. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finall y, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides. Key areas of coverage include: Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism. Advances in measurement of IEP quality for transition-age autistic youth Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans. COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback. COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.
001476267 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 30, 2023).
001476267 650_0 $$aAutistic children$$xEducation.
001476267 650_0 $$aEducational psychology.
001476267 650_6 $$aEnfants autistes$$xÉducation.
001476267 650_6 $$aPsychopédagogie.
001476267 655_0 $$aElectronic books.
001476267 7001_ $$aRuble, Lisa,$$eeditor.
001476267 7001_ $$aMcGrew, John H.,$$d1953-$$eeditor.
001476267 77608 $$iPrint version:$$z3031313941$$z9783031313943$$w(OCoLC)1373927489
001476267 852__ $$bebk
001476267 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-31395-0$$zOnline Access$$91397441.1
001476267 909CO $$ooai:library.usi.edu:1476267$$pGLOBAL_SET
001476267 980__ $$aBIB
001476267 980__ $$aEBOOK
001476267 982__ $$aEbook
001476267 983__ $$aOnline
001476267 994__ $$a92$$bISE