Numerous authors have identified the need for teachers to be trained in evidence based practices for children with autism (Hess, Morrier, Heflin, & Ivey, 2008; Morrier, Hess, & Heflin, 2011; Simpson, Mundschenk, & Heflin, 2011; Stahmer, et al., 2005). One method ideally suited for supporting teachers is consultation. We have developed a decision-making model that combines an articulation of external and internal supports and challenges with a conjoint process to help participants craft consensus goals and personalized intervention plans called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2012). A previous randomized controlled trial (RCT; Ruble, Dalrymple & McGrew, 2010) comparing COMPASS to standard practice obtained a large effect size (Cohen’s d = 1.0). This second RCT compares the control condition to COMPASS when coaching sessions are provided either face-to-face (FF) web-based (WEB).
Objectives:
To evaluate the impact of COMPASS on child educational goal attainment when coaching sessions are delivered FF or WEB technology, compared to “usual” education program practices.
Methods:
Forty-four teacher-child dyads were randomized into one of three groups: (1) teachers who received an online autism training that served as a placebo-control; (2) teachers who received COMPASS + follow-up FF teacher coaching sessions; and (3) teachers who received COMPASS + follow-up WEB teacher coaching sessions. Child educational outcome was based on direct observation from an independent observer using goal attainment scaling (GAS); the GAS change score from Time 1 (start of year) to Time 2 (end of year) was used in the analysis.
Results:
An omnibus ANOVA showed a statistically significant difference for raw GAS change scores for the three groups, F(2, 41) = 7.62, p = .002, MSE = 6.47, h2 = 0.27. Planned comparisons showed the mean GAS change score for the control group (M = 4.8, SD = 2.63) was statistically significantly lower than both the FF group (M = 8.5, SD = 2.31), t(41) = -3.88, p < .001 (one-tailed), Cohen’s d = 1.49, and WEB group (M = 7.04, SD = 2.9), t(41) = 2.3, p = .014 (one-tailed), Cohen’s d = 0.81. No statistically significant difference was found between the FF and WEB groups on GAS change score means, t(41) = 1.51, p = .07 (one-tailed), Cohen’s d = 0.56.
Conclusions:
This second RCT confirms that COMPASS is an effective consultation model that results in improved educational outcomes for young children with autism. Web based videoconferencing is an effective alternative means for delivering coaching sessions to teachers. Future research is needed on the scalability of the model and implementation of the model by community practitioners.