A Randomized Controlled Trial of Compass for Transition Youth

Background:  Research on transition planning and implementation indicates we are falling short for students with autism spectrum disorder (ASD). Only a quarter of parents report the transition planning process as very useful; while a third desire more involvement, and most troubling, a third report having no transition plan. Poor transition planning leads to poorer post-school outcomes, including low employment rates, limited community participation, and lack of friendships. Using an implementation science framework, we examined the effectiveness of a teacher consultation intervention as a strategy for infusing evidence based practices within transition planning and intervention for youth with ASD.

Objectives:  The purpose of this presentation is to describe initial outcomes of randomized controlled trial (RCT) of the Collaborative Model for Promoting Competence and Success (COMPASS), an evidence based consultation intervention that improves educational outcomes of young children with ASD by enhancing environmental supports.

Methods:  We adapted COMPASS for transition age youth using the Consolidated Framework for Implementation Science as a guide (CFIR; Damschroder, et al., 2009). To guide our adaptation we gathered information on issues of transition planning and implementation by conducting 10 focus groups with key stakeholders and asking them to describe desired outcomes, best ways to assess effectiveness, and features of good transition planning and implementation. The findings (a) described a need for information on the transition process and services that were clear and understandable, (b) informed areas of assessment for post-school goals based on understanding of student interests and strengths, (c) indicated necessity of goals for parents and teachers, in addition to students, (d) identified key players (e.g., vocational rehabilitation), and (e) suggested process changes, such as flexibility for how people are involved in meetings and individualization of assessment process based on student abilities. These themes were used to adapt COMPASS. Following adaptation, we piloted COMPASS within an RCT over two waves. Each wave occurred over a school year. Youth in their final year of school (N=24), their parents (N=24), and their teachers (N=24) were recruited. If teachers had more than one student with ASD, a student was randomly selected for participation. Teachers were randomized to COMPASS or a placebo control condition. Goal attainment outcomes from IEP objectives were evaluated at the end of the school year by an independent observer unaware of group assignment.

Results: Results from our first wave of participants (N = 7; Age_m = 18.5 years) revealed higher goal attainment change scores for students whose teachers received COMPASS (M = 3.2) compared to the control (M = 0.75 ). The second wave of data are currently being collected. In addition to final results, we will elaborate on the themes identified by the focus groups, how we adapted COMPASS based on the themes, and final results.

Conclusions:  The limited post-school outcomes of young adults with ASD calls for directed attention to the transition planning process. The findings help provide direction for future implementation research on transition for students with ASD.