Preface	8
	Introduction	10
	What Is COMPASS?	10
	Integrates Assessment and Intervention Planning	10
	What Makes COMPASS Unique	11
	Competency Development	11
	Measurable Goals and Outcomes	11
	Evolving Understanding of Competence	12
	Individualized Approach	12
	Training and Supporting Teachers	13
	Consultation and Coaching: Two Different Roles, One Person	13
	Supporting Parents, Caregivers, and Families	14
	Who Should Use this Manual	14
	How to Use this Manual	15
	Overview of this Manual	15
	Teachers and Parents Comments on the Benefits of the COMPASS Consultation and Coaching Intervention	17
	From Teachers	17
	From Parents	18
	Acknowledgments	20
	Contents	22
	Chapter 1: Rationale for COMPASS	30
	Measuring Success Through Competence	31
	Evaluating the Effectiveness of COMPASS Through Research	32
	COMPASS as a Proactive Approach	34
	Need for an ASD-Specific Consultation Model	34
	Collaborative Program Planning and Program Implementation	36
	COMPASS as a Wrap-Around Model	37
	Chapter 2: Theoretical Background of COMPASS	38
	COMPASS as a Social, Cognitive, Behavioral Model	39
	Distinction Between Impairment, Disability, and Handicap	40
	Competence Enhancement Across the Lifespan	41
	Balance Between Risk and Protective Factors	42
	Challenges	42
	Supports	43
	Chapter 3: Evaluating Your Knowledge of ASD	45
	Social Validity	46
	Content Knowledge Versus Process Knowledge	46
	Skill Levels Needed by COMPASS Consultants	47
	Competencies for a COMPASS Consultant	50
	Content Knowledge	50
	Process Skills	51
	Appendix A Self-Evaluation of Competencies for Consultants and People Teaching Students with Autism Spectrum Disorders	53
	Area 1: Developmental Disabilities and ASD	53
	Area II: Inclusion, Public Policy, and the Service System	54
	Area III: Assessment and IEP Development for Students with ASD	54
	Area IV: Programming for Students with ASD	55
	Area V: Positive Behavior Support	55
	Area VI: Medical Needs and Daily Living Skills	56
	Area VII: Collaboration with Parents	56
	Area VIII: Involvement with School Personnel	56
	Appendix B Self-Evaluation of Process Skills Necessary for Level III COMPASS Consultation	57
	Area 1: Explaining the Purpose and Outlining the Agenda	57
	Area 2: Clarifying Questions and Concerns	57
	Area 3: Keeping the Group Moving and Focused	57
	Area 4: Involving All Participants	57
	Area 5: Valuing All Participants’ Input	58
	Area 6: Demonstrating Sensitivity and Responsivity to Culturally Diverse Families and Teachers	58
	Area 7: Questioning Members Effectively to Draw Ideas from Group	58
	Area 8: Being Flexible Enough to include Unexpected Information	58
	Area 9: Summarizing as Group Moves Along	59
	Area 10: Concluding with a Plan for Further Action	59
	Chapter 4: Other Considerations for the Consultant	60
	A Framework for Teacher Training	61
	Consultant Characteristics: External Vs. Internal Consultants	63
	Entry	64
	Confidentiality	65
	Evaluation of the Teacher	65
	Willingness of Teacher to Participate	66
	Teacher Characteristics	66
	Accountability	66
	Assessment	67
	Individual Education Programs	67
	Time	67
	Role As Classroom Manager	68
	Teacher As Consultant/Collaborator	68
	Parent and Student Considerations	69
	Student Characteristics	70
	Chapter 5: Writing Effective Individual Education Programs	71
	Best Practices	72
	NRC Recommendations	72
	Federal Law	73
	Writing Good IEP Objectives	73
	Maintenance and Generalization	75
	IEP Evaluation Checklist	75
	Ways to Use the Checklist	76
	Appendix IEP Evaluation Form	77
	Part A: Analysis of Overall IEP	77
	Part B: Analysis of Specific IEP Objectives	79
	Examples of IEP Objectives for Each Indicator Described in Part A	81
	Chapter 6: COMPASS Consultation Action Plan: Step A	84
	Step A: Activities Conducted Prior to a COMPASS Consultation	85
	Gather Information About the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers	85
	Consultant Observations	85
	Caregiver and Teacher Reports	86
	Complete COMPASS Challenges and Supports Joint Summary Form	87
	Appendix A Consultant Assessment Checklist	88
	Necessary Activities	88
	Recommended But Not Required	89
	Appendix B COMPASS Challenges and Supports Form for Caregivers and Teachers/Service Providers	90
	1. Likes, Strengths, Frustrations and Fears	90
	2. Adaptive Skills	92
	3. Problem Behaviors*	93
	4. Social and Play Skills	94
	5. Communication Skills	96
	6. Sensory Challenges	98
	7. Sensory Supports	100
	8. Learning Skills*	101
	9. Environmental Challenges	102
	10. Environmental Supports	104
	11. Summary of Concerns	106
	Appendix C Instructions for Completing COMPASS Challenges and Supports Joint Summary Form	107
	Appendix D COMPASS Challenges and Supports Joint Summary Form	109
	1. Student’s Likes, Strengths, Frustrations and Fears	109
	2. Personal Management/Adaptive Skills	111
	3. Problem Behaviors*	112
	4. Social and Play Skills	113
	5. Communication Skills	114
	6. Sensory Challenges	116
	7. Sensory Supports	118
	8. Learning Skills	119
	9. Environmental Challenges	120
	10. Environmental Supports	122
	11. Summary of Concerns	124
	Chapter 7: COMPASS Consultation Action Plan: Step B	125
	Step B: Activities During a COMPASS Consultation	125
	Discuss COMPASS Consultation Training Packet	126
	Introduction and Sign In	126
	Explanation of COMPASS	127
	Explanation of Purpose/Outcomes of COMPASS Consultation	127
	Overview of Best Practices	128
	Discuss the COMPASS Consultation Joint Summary	129
	Identify and Come to a Consensus on the Top Three Concerns	142
	Write Measurable IEP Objectives for the Consensus Areas	146
	Develop COMPASS Teaching Plans for Each Measurable Objective	147
	Summarize and Close	152
	Appendix A Instructions for Completing Step B of COMPASS Consultation Action Plan	153
	Appendix B Abridged Protocol for Step B of the COMPASS Consultation Action Plan	154
	Discuss COMPASS Consultation Training Packet	154
	Introductions and Sign In	154
	Explanation of COMPASS	154
	Explanation of Purpose/Outcomes of COMPASS Consultation	154
	Purpose/Outcomes of COMPASS Consultation	154
	Overview of Best Practices	155
	Overview of Best Practices	155
	Discuss the COMPASS Consultation Joint Summary	155
	Identify and Come to a Consensus on the Top Three Concerns	155
	Develop COMPASS Teaching Plans for Each Measurable Objective	156
	Summarize and Close	156
	Appendix C COMPASS Consultation Sign-In Sheet	157
	Appendix D COMPASS Consultation Training Packet	158
	COMPASS: Providing Direction	158
	Overview of Best Practices for Individualized Education Plan (IEP) for Students with ASD	160
	Prioritize Teacher and Caregiver Goals and Write Measurable Objectives	161
	Compass Balance Between Challenges and Supports	162
	COMPASS Teaching Plan: Environmental Supports	163
	COMPASS Consultation Satisfaction Questionnaire	164
	COMPASS Consultation Fidelity Checklist	167
	Evidence-Based Online Resources for Teachers	169
	Recommended Web sites	169
	Social (See Recommended Web sites for Specific URL)	169
	Communication	169
	Learning Skills	170
	Behavior	170
	Self-help/Adaptive	170
	General	170
	Chapter 8: From Consultation to Coaching: Implementing Plans and Monitoring Progress	171
	What Is Coaching?	171
	Is Ongoing Coaching After the Initial COMPASS Consultation Really Necessary?	173
	Performance Feedback	174
	Intervention Fidelity and Consultation Outcomes	174
	What Skills Does a Coach Need?	175
	COMPASS Coaching Protocol	176
	Step 1: Observe the Student	177
	Step 2: Review the GAS Form	178
	Creating a GAS Form	179
	Step 3: Complete Teacher Interview for Coaching Form	183
	Step 4: Summary Activities	184
	Step 5: Fidelity Forms and Evaluation	187
	Terminating the Consultation	188
	Appendix A Instructions for Completing Chapter 8 Forms	189
	Appendix B Session 1 Coaching Protocol	191
	Appendix C Standard COMPASS Coaching Protocol	192
	Appendix D COMPASS Coaching Checklist	193
	Appendix E Teacher Interview for Coaching Form	195
	GAS Objective # 1	195
	GAS Objective # 2	195
	GAS Objective # 3	195
	Appendix F COMPASS Coaching Feedback Form	196
	Appendix G COMPASS Coaching Fidelity Checklist	197
	Appendix H COMPASS Coaching Summary Template	198
	Appendix I COMPASS Coaching Impressions Scale	199
	Appendix J Autism Engagement Rating Scale (Classroom Version)	200
	Autism Engagement Rating Scale: Hints for Coding (Ruble et al., revised 2005)	201
	Appendix K Teacher Engagement Rating Scale (Ruble et al., revised 2005)	203
	Teacher Engagement Rating Scale: Hints for Coding	204
	Appendix L Multiple Trials Data Sheet	206
	Appendix M Activity-Based Data Sheet	207
	Chapter 9: COMPASS Case Studies	208
	Case Study 1: Anthony	209
	Background Information	209
	Step A. Activities Prior to a COMPASS Consultation	210
	Step A. 1. Gather Information about the Student Using COMPASS Challenges and Supports Form for Caregivers and Teachers	210
	Information from Direct Evaluation	210
	Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form	212
	Step B: Activities During a COMPASS Consultation	212
	Step B. 1. Discuss COMPASS Consultation Training Packet	212
	Step B. 2. Discuss COMPASS Challenges and Supports Joint Summary Form	213
	Case Study 1: Anthony	215
	COMPASS Challenges and Supports Joint Summary Form	215
	1. Student’s Likes, Strengths, Frustrations and Fears	215
	2. Adaptive Skills	216
	3. Problem Behaviors*	217
	4. Social Skills (S=strength	W=weakness)218
	5. Communication Skills	219
	6. Sensory Challenges	220
	7. Sensory Supports	222
	8. Learning Skills	223
	9. Environmental Challenges	224
	10. Environmental Supports	225
	11. Summary of Concerns	226
	Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives	226
	Developing the Goal Attainment Scale	227
	Goal Attainment Scale Form for Anthony	228
	Step B. 4. Develop COMPASS Teaching Plans for each Measurable Objective	229
	Teaching Plan for Objective 1	229
	Personal and Environmental Challenges and Supports for Teaching Plan 1	230
	Teaching Plan	230
	Teaching Plan for Objective 2	231
	Personal and Environmental Challenges and Supports for Teaching Plan 2	231
	Teaching Plan	231
	Teaching Plan for Objective 3	232
	Personal and Environmental Challenges and Supports for Teaching Plan 3	232
	Teaching Plan	232
	Summarize and Close	233
	Coaching: Implementing Plans, Monitoring Progress, and Making Adjustments	234
	Coaching Session 1	234
	Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal	235
	Step 2: Review the Goal Attainment Scale Form	235
	Step 3: Complete the Teacher Interview Form for Each Objective	236
	Activity-Based Data Sheet	237
	Step 4: Complete Summary Activities	239
	Step 5: Obtain Completed Evaluation and Fidelity Forms	239
	Coaching Session 2	239
	Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal	240
	Step 2: Review the Goal Attainment Scale Form	240
	Step 3: Complete the Teacher Interview Form for Each Objective	240
	Activity-Based Data Sheet	242
	Step 4: Complete Summary Activities	242
	Step 5: Obtain Completed Evaluation and Fidelity Forms	242
	Coaching Session 3	243
	Step 1: Observe the Student Demonstrating Each Targeted Skill/Objective/Goal	243
	Step 2: Review the Goal Attainment Scale Form	243
	Step 3: Complete the Teacher Interview for Coaching Form for Each Objective	243
	Activity-Based Data Sheet	244
	Step 4: Complete Summary Activities	245
	Step 5: Obtain Completed Evaluation and Fidelity Forms	245
	Coaching Session 4	245
	Step 1: Observe the Student Demonstrating each Targeted Skill/Objective/Goal	245
	Step 2: Review the Goal Attainment Scale Form	246
	Step 3: Complete the Teacher Interview for Coaching Form for each objective	246
	Step 4: Complete Summary Activities	247
	Step 5: Obtain Completed Evaluation and Fidelity Forms	247
	Final Evaluation of Progress	248
	Case Study 2: Ethan	248
	Background Information	248
	Step A: Activities Prior to COMPASS Consultation	249
	Step A. 1. Gather Information About the Student from Consultant Observations and from Parent and Teacher Report Using the COMPASS Challenges and Supports Form for Caregivers and Teachers	249
	Step A. 2. Complete COMPASS Challenges and Supports Joint Summary Form	249
	Step B. Activities during a COMPASS Consultation	250
	Step B. 1. Discuss COMPASS Consultation Training Packet	250
	Step B. 2. Discuss COMPASS Consultation Joint Summary	250
	Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives	252
	Step B. 4. Develop COMPASS Teaching Plans for Each Measurable Objective	252
	Teaching Plan for Objective 1	253
	Personal and Environmental Challenges and Supports for Teaching Plan 1	253
	Teaching Plan	253
	Teaching Plan for Objective 2	254
	Personal and Environmental Challenges and Supports for Teaching Plan 2	254
	Teaching Plan	254
	Teaching Plan for Objective 3	255
	Personal and Environmental Challenges and Supports for Teaching Plan 3	255
	Teaching Plan	255
	Goal Attainment Scale Form for Ethan	256
	Coaching Session 1	257
	Communication Skills	257
	Social Skills	258
	Personal Management/Adaptive Skills	258
	Summary Activities	258
	Coaching Session 2	258
	Communication Skills	259
	Social Skills	259
	Personal Management/Adaptive Skills	259
	Coaching Session 3	260
	Communication Skills	260
	Social Skills	260
	Personal Management/Adaptive Skills	261
	Coaching Session 4	261
	Communication Skills	261
	Social Skills	262
	Personal Management/Adaptive Skills	262
	Final Evaluation	262
	Consultant Comments	262
	Case Study 3: Gary	263
	Background Information	264
	Information from Direct Evaluation	264
	Step B. 3. Identify and Come to Consensus on Three Prioritized Objectives and Write Measurable Objectives	264
	Teaching Plan for Objective 1	265
	Personal and Environmental Challenges and Supports for Teaching Plan 1	265
	Possible Responses	265
	Teaching Plan	266
	Teaching Plan for Objective 2	266
	Personal and Environmental Challenges and Supports for Teaching Plan 2	267
	Teaching Plan	267
	Teaching Plan for Objective 3	268
	Personal and Environmental Challenges and Supports for Teaching Plan 3	268
	Teaching Plan	268
	Coaching Session 1	269
	Goal Attainment Scale Form for Gary	269
	Communication Skills	271
	Social Skills	271
	Learning Skills	271
	Coaching Session 2	272
	Communication Skills	272
	Social Skills	273
	Learning Skills	273
	Coaching Session 3	273
	Communication Skills	273
	Social Skills	274
	Learning Skills	274
	Coaching Session 4	275
	Communication	275
	Social Skills	275
	Learning Skills	276
	Summary	277
	Conclusion	277
	Glossary	278
	References	284
	Resources on Content Knowledge	286
	Resources on Process Skills	289
	About the Authors	290
	Index	292