Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science.
Open accessAbstract
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).
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The updated CFIR construct names and definitions were revised to make the framework more applicable across a range of innovations and settings.
“Construct names and definitions were updated in response to recommendations to make the framework more applicable across a range of innovations and settings [30–35].”
From The updated consolidated framework for implementation research based on user feedback (2022) · cites this paper as [32]
The Results (Qualitative Substudy; page not provided) describe changes to COMPASS, organized using CFIR and FEBIIP, rather than revisions to CFIR construct names or definitions. Searches for updated construct names and applicability across innovations and settings found no passage in our copy addressing that claim. (LLM, conf=0.75)
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- Authors
- Ruble, L., McGrew, J. H., Snell-Rood, C., Adams, M., & Kleinert, H.
- Venue
- School Psychology
- Published
- 2019-03
- Volume
- 34
- Issue
- 2
- Pages
- 187-200
- ISSN
- 2578-4218 (ISSN-L)
- 2578-4226
- PMC
- PMC6422695
- OpenAlex
- W2894760032
- Cited by
- 29
- References
- 18
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 4 · 2023: 5 · 2022: 3 · 2021: 3 · 2020: 4 · 2019: 1 · 2018: 1
- FWCI
- 4.47
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- School Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of Mental Health (5R34MH104208-02)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
- Keywords
- autism spectrum disorder, compass, transition planning, postsecondary outcomes, intervention adaptation, implementation barriers and facilitators, teacher acceptability, feasibility, evidence-based practice
- MeSH terms
- Autism Spectrum Disorder, Educational Personnel, Implementation Science, Adolescent, Adult, Humans, Parents, Rehabilitation, Focus Groups, Evidence-Based Practice, Transition to Adult Care
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