By Lisa A. Ruble, Nancy J. Dalrymple, John H. McGrew
Rising numbers of youngsters clinically determined with autism spectrum problems capability extra scholars with ASD getting into pre-school and the ordinary grades. For those younger beginners, individualized guide towards measurable ambitions is essential to potent schooling. The COMPASS program—Collaborative version for selling Competence and luck for college students with Autism Spectrum Disorders—has been built to enhance results for those scholars within the special context in their lives.
Collaborative version for selling Competence and good fortune for college kids with ASD builds consulting and ASD wisdom advantage whereas operating with households and lecturers in a scientific, empirically supported session software. The ebook deals a framework for individualized overview and software making plans dependent in scholars’ existence reports besides kin and instructor enter. even as, its two-tiered consultation/coaching procedure is designed to lessen the setbacks that take place even in optimum kinfolk and school room occasions. Protocols, scripts, varieties, and case examples are integrated for an entire consultant to facilitating winning studying.
Featured within the text:
- Theory and reason at the back of COMPASS.
- Self-evaluation instruments for assessing center talents and competencies.
- Guidelines for writing potent person education schemes and the COMPASS motion Plan.
- Detailed directions for imposing motion Plans and tracking progress.
- Case reports of the COMPASS software in real-life events.
- A whole equipment of varieties, scales, and checklists.
Practitioners operating with kids with ASD, relatively in baby and faculty psychology, precise schooling, rehabilitation, social paintings, speech pathology, and developmental psychology, will locate in Collaborative version for selling Competence and good fortune for college students with ASD a session version that empowers academics, households, and mainly, scholars.
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Additional info for Collaborative Model for Promoting Competence and Success for Students with ASD
COMPASS is intended to be used collaboratively, with the consultant and the consultee (the teacher or parent and child if possible) all using the model. 6. COMPASS considers the student’s current services and supports and aims to improve the efficacy of those services through a dynamic and reiterative process rather than serve as a replacement process. Measuring Success Through Competence Every day we are faced with challenges. Our success in meeting daily challenges promotes a feeling of competence and a sense of personal well-being—along with an acceptable quality of life.
In the COMPASS approach, competency development and enhancement requires consultants who work on behalf of individuals with ASD to empower families, service providers, teachers, and therapists through collaborative program planning and implementation. That students need to be identified early and receive specialized services is no longer questioned by community service programs. What is less clear and more challenging is how to meet the growing and often complex needs of individuals with ASD, not only as preschoolers, but also as teenagers and adults.
The difference between content knowledge and process knowledge. The three skill levels that COMPASS consultants must obtain. The eight content knowledge and nine process skill competencies required of COMPASS consultants. Before we describe the components of a COMPASS consultation, several factors must be considered. We have learned that the successes and outcomes of consultation are dependent upon the knowledge and skills of the consultant. To effectively support people with autism, it is not enough to have a consultant who is an expert in consultation: he or she must also have specific knowledge about autism spectrum disorder and developmental disabilities.