Improving Transition Outcomes in ASD using COMPASS

描述（由申请人提供）：本申请响应了开发和测试一个模型的确定需求，该模型用于为自闭症谱系障碍（ASD）患者提供成人支持和服务，以防止服务失误并提高功能性生活结果。该提案还解决了跨机构自闭症协调委员会提出的“严重缺乏针对青少年和年轻人的经过测试的干预措施”的担忧。尽管联邦教育法要求公立学校提供过渡服务，作为个性化教育计划（IEP）的一部分，但良好协调和计划过渡的承诺和潜力并没有得到满足。这项拟议的研究建立在两项随机对照试验的基础上：一项名为“促进能力和成功的合作模式”（COMPASS）的家长-教师咨询干预，针对患有自闭症的幼儿；传统面对面和视频会议技术交付方法的有效性数据；以及一本书长的治疗手册。COMPASS是一项实施策略，有助于将基于证据的方法引入课堂，并帮助公立学校的特殊教育者和家长进行生态评估、研究知情的目标制定和以人为本的决策，为自闭症儿童提供个性化的循证干预措施。COMPASS干预包括在学年开始时进行的初始家长-教师会议（3小时），随后是4次1小时的教师指导。第一个目标是与包括政策制定者、家长、教师、服务提供者和自闭症患者在内的利益相关者进行焦点小组讨论，以获得以下方面的反馈：(i)现有或需要的国家政策、服务和资源的优缺点，以支持有效实施过渡年龄自闭症青少年的最佳实践；(2)其他

DESCRIPTION (provided by applicant): This application responds to the identified need for developing and testing a model for transition to adult supports and services for individuals with autism spectrum disorders (ASD) that prevents lapses in services and enhances functional life outcomes. The proposal also addresses concerns raised by the Interagency Autism Coordinating Committee of a "critical lack of tested interventions for adolescents and young adults." Although federal education law mandates that public schools provide transition services as part of the Individualized Education Program (IEP), the promise and potential for a well-coordinated and planned transition is not being met. The proposed study builds on two randomized controlled trials of a parent-teacher consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for young children with ASD, data on efficacy for both traditional face-to-face and videoconferencing technology delivery methods, and a book-length treatment manual. COMPASS is an implementation strategy that assists in transferring evidence based approaches into classrooms and assists public school special educators and parents in ecological assessment, research-informed goal development, and person-centered decision-making for individualizing evidence-based interventions for children with ASD. The COMPASS intervention consists of an initial parent-teacher session (3 hours) occurring near the start of the school year, followed by four 1-hour teacher coaching. The first aim is to conduct focus groups with stakeholders including policy makers, parents, teachers, service providers, and persons with ASD to get feedback on (i) strengths and weaknesses of state policies and services and resources that exist or are needed to support effective implementation of best practices for transition age youth with ASD; (ii) other concerns impacting adult services such as housing, social security, health insurance, transportation; and (iii) specific aspects of COMPASS that would need to be adapted/revised to meet the needs of transition age youth. Based on these results, we will identify measures that would need to be adapted/developed and obtain feedback from a subsample of focus group members on the measures. Our second aim is to conduct a two wave pilot randomized controlled trial of the adapted COMPASS for transition planning using the new procedures and measures (n = 32 participant triads-consultant, teacher, student with ASD) using a mixed methods approach. We will obtain qualitative feedback on the intervention (acceptability, feasibility, outcomes) and use data to revise/adapt second wave implementation as well as to help inform further applications in adult settings. Lastly, we will conduct qualitative case studie based on individuals with ASD who have low and high performing outcomes to understand factors that might explain differential response to the intervention and use to revise/adapt second wave implementation.