Synopsis
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program? Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders? has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students? life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text: Theory and rationale behind COMPASS. Self-evaluation tools for assessing core skills and competencies. Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan. Detailed instructions for implementing Action Plans and monitoring progress. Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
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About the Author
Lisa Ruble earned her Ph.D. in School Psychology from Indiana University. Currently, she is an Associate Professor in the College of Education at the University of Kentucky and Licensed Psychologist. Dr. Ruble was the principal investigator of the two NIH funded studies evaluating COMPASS. She has published over 50 articles in books or professional journals, made more than 100 presentations at international, national, and regional conferences, and consulted and trained hundreds of teachers in autism across Indiana, Kentucky, Tennessee and beyond. She is a past recipient of the New Investigator Award from the National Institute of Mental Health. In 2002, Dr. Ruble established the STAR Program at the University of Louisville and in 1998 helped establish services at TRIAD at Vanderbilt University. Her research program is based on these past experiences when she developed and provided social skills and behavioral interventions, school consultation and training, and parent training. These experiences influenced her interest in services research and the study of issues involved in the provision of evidence- based practices in community-based settings. Nancy Dalrymple is an educational consultant in the field of autism. She was on the faculty at the University of Louisville School of Medicine, Department of Pediatrics, Weisskopf Child Evaluation Center then became a consultant to the STAR program there. She works with parents and families of children with autism to provide on-going support and information. Nancy also trains school personnel and others who interact with students with autism and has taught university classes. Previously, Nancy was director of the Indiana Resource Center for Autism (IRCA) and was on the Autism Society of America Panel of Professional Advisors as well as other advisory boards. Nancy continues to work with university faculty on research topics. She is the author of numerous
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