Journal
JOURNAL OF EARLY INTERVENTION
Volume 32, Issue 4, Pages 286-301Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/1053815110382973
Keywords
teacher consultation; autism; teacher training; individualized education programs; goal attainment scaling
Funding
- NIMH NIH HHS [R34 MH073071, R34 MH073071-01A1, R34 MH073071-03, R34 MH073071-02] Funding Source: Medline
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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).
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