This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education plan (IEP) goal setting, planning and implementation. In addition, the book introduces the common elements necessary for improved teaching plan quality and goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism spectrum disorder (ASD) as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.Key areas of coverage include:Identifying personalized goals and teaching strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism spectrum disorder. Advances in measurement of IEP quality for transition-age youth with ASD. Integration of accessible online educational materials necessary to train effective COMPASS consultants. Lessons learned from professional development and training of community-based ASD school consultants. COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.COMPASS and Innovative Education for Students with Autism is an invaluable resource for clinicians, scientist-practitioners, and therapists as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.weiterlesen