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020 _a9783319185552
_9978-3-319-18555-2
024 7 _a10.1007/978-3-319-18555-2
_2doi
050 4 _aBF721-723
072 7 _aJMC
_2bicssc
072 7 _aPSY004000
_2bisacsh
072 7 _aJMC
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082 0 4 _a155.4
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082 0 4 _a155.424
_223
100 1 _aRuble, Lisa A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_926387
245 1 0 _aCOMPASS and Implementation Science
_h[electronic resource] :
_bImproving Educational Outcomes of Children with ASD /
_cby Lisa A. Ruble, John H. McGrew.
250 _a1st ed. 2015.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2015.
300 _aXIII, 101 p. 53 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Child Development,
_x2192-838X
505 0 _aChapter 1. Overview of Evidence-Based Practices.- Chapter 2. COMPASS Development.- Chapter 3. COMPASS Practice Outcome.- Chapter 4. Efficacy of COMPASS.- Chapter 5. COMPASS Implementation Quality -- Chapter 6. COMPASS Intervention Quality and Active Ingredients -- Chapter 7. Teacher Internal and External Factors -- Chapter 8. Child Internal and External Factors -- Chapter 9. Conclusion.
520 _aThis Brief examines COMPASS – the Collaborative Model for Promoting Competence and Success – a consultation-based intervention specialized for children with Autism Spectrum Disorder (ASD). Based on the Evidence-Based Practices in Psychology (EBPP) framework, the volume describes the processes that strengthen the expert support relationships between consultant and teacher (i.e., implementation) and between teacher and student (i.e., intervention). In addition, the Brief addresses how consultation methods work within COMPASS, with teachers learning from consultants' implementation methods to tailor instructions that are specific to students' educational and personal factors. This unique framework corresponds with current, widespread research and aims to provide more effective educational services for students with ASD during their crucial formative years. Topics featured in this text include: COMPASS practice outcome based on idiographic assessment and measures of quality. Evidence for the efficacy of COMPASS. COMPASS implementation quality. COMPASS intervention quality and active ingredients. Teacher and student internal and external factors impacting COMPASS. COMPASS and Implementation Science is a must-have resource for clinicians, scientist-practitioners, researchers, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, and speech pathology.
650 0 _aChild psychology.
_926388
650 0 _aSchool psychology.
_926389
650 0 _aBehavioral therapy.
_926390
650 0 _aSocial work.
_926391
650 1 4 _aChild and School Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y12040
_926392
650 2 4 _aBehavioral Therapy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/H54018
_926393
650 2 4 _aSocial Work.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X21000
_926394
700 1 _aMcGrew, John H.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_926395
710 2 _aSpringerLink (Online service)
_926396
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783319185569
776 0 8 _iPrinted edition:
_z9783319185545
830 0 _aSpringerBriefs in Child Development,
_x2192-838X
_926397
856 4 0 _uhttps://doi.org/10.1007/978-3-319-18555-2
912 _aZDB-2-BHS
912 _aZDB-2-SXBP
999 _c182077
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