The Effects of Consultation on Individualized Education Program Outcomes for Young Children With Autism: The Collaborative Model for Promoting Competence and Success

Abstract

The effects of a teacher consultation intervention were examined—namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent—teacher consultation, followed by four teacher consultations across the school year. Thirty-five teachers and a randomly selected child with autism (M age = 6.1 years) from each classroom participated. Compared to the nonintervention teacher—child dyads, the intervention teacher—child dyads showed improvements in individualized education program objectives, with a large effect size ( d = 1.51).

Keywords

teacher consultation autism teacher training individualized education programs goal attainment scaling

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