ArticleSchool psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association2018
An empirical study of multidimensional fidelity of COMPASS consultation.
Article in School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The trial behind it
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Who cites it
5 citing papers in PubMed, 21 citations in OpenAlex.
- Randomized Control Trial of COMPASS for Improving Transition Outcomes of Students with Autism Spectrum Disorder.Journal of autism and developmental disorders · 2018Trial
- Practice Makes Proficient: Evaluation of Implementation Fidelity Following COMPASS Consultation Training.Psychology in the schools · 2023Article
- A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism.Focus on autism and other developmental disabilities · 2023Article
- Teachers of socially maladjusted children and youth. Occupational burnout - sense of self-efficacy - teachers' life optimism. A comparative study.Current issues in personality psychology · 2023Article
- Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science.School psychology (Washington, D.C.) · 2019Article
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 1 country.
Funding
Abstract
Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a consultative intervention called the Collaborative Model for Promoting Competence and Success (COMPASS) for students with autism. The study provided 3 main findings. First, multidimensional, multilevel fidelity is a stable construct and increases over time with consultation support. Second, mediation analyses revealed that implementation-level fidelity components had distant, indirect effects on student Individualized Education Program (IEP) outcomes. Third, 3 fidelity components correlated with IEP outcomes: teacher coaching responsiveness at the implementation level, and teacher quality of delivery and student responsiveness at the intervention levels. Implications and future directions are discussed. (PsycINFO Database Record
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.