title: The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success.
abstract: The effects of a teacher consultation intervention were examined-namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent-teacher consultation, followed by four teacher consultations across the school year. Thirty-five teachers and a randomly selected child with autism (M age = 6.1 years) from each classroom participated. Compared to the nonintervention teacher-child dyads, the intervention teacher-child dyads showed improvements in individualized education program objectives, with a large effect size (d = 1.51).
authors.affiliation: University of Kentucky, Lexington.
authors.forename: Lisa A
authors.initials: LA
authors.lastname: Ruble
authors.forename: Nancy J
authors.initials: NJ
authors.lastname: Dalrymple
authors.forename: John H
authors.initials: JH
authors.lastname: McGrew