Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training.
Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training.
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熟能生巧：COMPASS 咨询培训后的实施保真度评估。
DOI：
10.1002/pits.22800
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发表时间：
2023
影响因子：
2
通讯作者：
McGrew,John
中科院分区：
文献类型：
--
作者：
Ruble,Lisa;Ogle,Lindsey;McGrew,John
开发并评估了促进能力和成功协作模型（COMPASS）的培训包，这是一种旨在改善自闭症学生教育成果的多层次咨询和辅导干预措施。我们使用强调实施的混合 3 型设计和评估实施结果的多维方法，与不熟悉 COMPASS 的社区顾问学员 (CT) 测试了培训包，并从多个来源（学员、教师和家长）评估了接受度、适当性、可行性和忠诚度。结果证实，未使用 COMPASS 的 CT 可以成功训练。至少需要一次反馈会议才能达到熟练程度。研究人员和 CT 之间的初始保真度评级不同，这表明自我报告可能不够充分。需要四次反馈机会才能熟练地编写干预计划，这对 CT 来说尤其具有挑战性。教师和家长认为 COMPASS 是可以接受的、适当的和可行的。培训后，CT 的循证实践 (EBP) 知识显着增加；然而，对 EBP 的积极态度却没有。实施结果表明，培训包对于培训反恐人员是有效的；然而，需要额外练习编写干预计划。
A training package for the Collaborative Model for Promoting Competence and Success (COMPASS), a multilevel consultation and coaching intervention for improved educational outcomes of students with autism, was developed and evaluated. Using a Hybrid Type 3 design with emphasis on implementation and a multidimensional approach to evaluating implementation outcomes, we tested the training package with community‐based consultant trainees (CTs) unfamiliar with COMPASS and evaluated acceptance, appropriateness, feasibility, and fidelity from multiple sources (trainees, teachers, and parents). Results confirm that COMPASS‐naïve CTs can be successfully trained. At least one feedback session was needed to achieve proficiency. Initial fidelity ratings between researchers and CTs were disparate suggesting self‐report may not be adequate. Four feedback opportunities were required to achieve proficiency in writing intervention plans, an activity particularly challenging for CTs. Teachers and parents perceived COMPASS as acceptable, appropriate, and feasible. CTs knowledge of evidence‐based practices (EBPs) increased significantly following training; however, positive attitudes toward EBPs did not. The implementation outcomes suggest that the training package was effective for training CTs; however, additional practice with writing intervention plans is warranted.