Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2019 Mar;34(2):187-200.
doi: 10.1037/spq0000281. Epub 2018 Oct 4.

Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science

Lisa Ruble  1 , John H McGrew  2 , Claire Snell-Rood  3 , Medina Adams  1 , Harold Kleinert  4
Affiliations

Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science

Lisa Ruble et al. Sch Psychol. 2019 Mar.

Abstract

Implementation science provides guidance on adapting existing evidence based practices (EBPs) by incorporating implementation concerns from the start. Focus-group methodology was used to understand barriers and facilitators of transition planning and implementation for students with autism spectrum disorder (ASD) who often experience disparate postsecondary outcomes compared to peers. Results were used to modify an evidence-based consultation intervention originally applied to young students with ASD, called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012). Because consultation is a multilevel EBP, two existing implementation science frameworks were used to guide adaptation: the Framework for Evidence Based Implementation and Intervention Practices (Dunst & Trivette, 2012) and the Consolidated Framework for Implementation Research (Damschroder et al., 2009). The purpose of this article is to describe a process of adaptation of COMPASS that may be useful for other implementation science studies of consultation interventions, teacher acceptability, feasibility, and burden, and parent/student satisfaction with the adapted intervention. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

PubMed Disclaimer

Figures

Figure 1.
Figure 1.
Adaptations and Additions to COMPASS for Transition Note: Nonshaded boxes represent the original COMPASS protocol. Shaded arrows represent the adaptations and additions to COMPASS for transition.
See this image and copyright information in PMC

References

    1. Aarons GA, Fettes DL, Sommerfeld DH, & Palinkas LA (2012). Mixed methods for implementation research: application to evidence-based practice implementation and staff turnover in community-based organizations providing child welfare services. Child Maltreatment, 17(1), 67–79. doi: 10.1177/1077559511426908 - DOI - PMC - PubMed
    1. Allen J, Linnan L, & Emmons K (2012). Fidelity and its relationship to implementation effectiveness, adaptations, and dissemination In Brownson R, Colditz G, & Proctor E (Eds). Dissemination and implementation research in health: Translating science to practice. (281–304). New York, NY: Oxford University Press. doi: 10.1093/acprof:oso/9780199751877.003.0014 - DOI
    1. Berkel C, Mauricio AM, Schoenfelder E, & Sandler IN (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12, 230020044133. doi: 10.1007/s11121-010-0186-1 - DOI - PMC - PubMed
    1. Bernard HR (2011). Research methods in anthropology: Qualitative and quantitative approaches. Lanham, MD: AltaMira Press.
    1. Brownson RC, Colditz GA, & Proctor EK (2012). Dissemination and implementation research in health: Translating science to practice. New York, NY: Oxford University Press.