COMPASS Consultation Action Plan: Step B

Abstract

Overview: Chapter 7 covers Step B of the COMPASS consultation process and provides forms and handouts used to conduct the consultation.

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Overview: Chapter 7 covers Step B of the COMPASS consultation process and provides forms and handouts used to conduct the consultation.

In this chapter, we:

• 1. Describe Part B of the COMPASS Consultation.

• 2. Prepare you to facilitate discussion of the parent’s and teacher’s concerns and generate consensus regarding prioritized skills.

• 3. Prepare you to write a measurable objective and a corresponding teaching plan.

The primary activity in this chapter sets the stage for developing the educational foundation for the student and is the second step described in the COMPASS Consultation Action Plan for Students with Autism (see Table 7.1). As you learned in Chap. 6, Step A helps the consultant prepare for the collaborative consultation. Chapter 7 provides a description of Step B, which is the beginning of the consultation process. The activities in Step B are designed to give all participants a common understanding of the student’s current personal and environmental challenges and the personal and environmental supports necessary for success. It is encouraged that administrators and personnel who interact with the child be invited to the consultation. Although they may not have completed COMPASS forms, they will be able to provide valuable input and receive a wealth of information.

Table 7.1 Step B of the COMPASS Consultation Action Plan for students with autism

Step B: Activities During a COMPASS Consultation

Following the activities described in Step A in Chap. 6, activities in Step B focus on team building and discussion. The aim of Step B is for all participants to develop a shared understanding of the challenges (risk factors) to learning and the supports (protective factors) necessary for success for the particular student.

In this chapter, we provide you with detailed instructions on how to conduct a COMPASS consultation. We have also included an Abridged Protocol for Step B of the COMPASS Consultation Action Plan in the forms section of this chapter. We recommend you print out this abridged version and take it with you to the consultation. This will help you keep focused and will help prompt you on the next steps.

The actions required in Step B are explained below.

Discuss COMPASS Consultation Training Packet

The COMPASS Consultation Training Packet provides the forms and illustrations of the concepts that you will use to generate a shared focus between the caregiver and teacher. Before you distribute the packet, you will first give a brief introduction of the goals and techniques of the consultation and will have participants sign in (see Section “Introduction and Sign In”).

Introduction and Sign In

At the beginning of the consultation, introductions are provided and the role of the consultant is discussed (see Sample Script 1). We have provided sample scripts that can be used. When conducting the consultation, it is important that consultants apply their own style of interaction and use their own words. An important attribute of an effective consultant is authenticity.

Sample Script 1

Overview of COMPASS (show the COMPASS Model Form): “You know (student’s name) better than I do. By working collaboratively using all of our knowledge and expertise, we can enhance (name’s) response to his/her educational program. You have already provided us with a wealth of information about (student’s name), which we will use today as we all plan together. I am here as a facilitator. I will be using the COMPASS Model to better understand (student’s name) and develop a personalized program based on current best practices and your priorities for (student’s name)” (Have participants sign COMPASS Sign In sheet).

Explanation of COMPASS

After the introduction, the consultant provides a copy of the set of materials labeled as the COMPASS Consultation Training Packet provided in the forms section at the end of the chapter. The training packet has handouts that are referred to during the consultation. First, an explanation of the model (see Sample Script 2) is provided.

Sample Script 2

Overview of COMPASS (show the COMPASS Model Form): “Our goal is to enhance (child’s name) competence by considering how to balance personal and environmental challenges with personal and environmental supports. The challenges are the risk factors that may keep a student from learning. These include those within the child (personal factors) and those that the environment creates for the student (environmental factors). Supports are protective factors. They include personal strengths and interests and environmental supports such as teaching strategies and various accommodations or modifications. In order for a student to be successful there must be enough on the support side to balance what is on the risk side.”

The consultant also refers to an illustration of the COMPASS Model (provided in the COMPASS Consultation Training Packet). The consultant should emphasize increasing the team’s awareness of the relationship and the tentative balance between challenges and supports throughout the consultation. For example, the consultant reminds the team that the task of learning creates major stresses and anxieties for the child when the personal challenges combined with the environmental challenges are out of balance. The person with ASD is competent when the supports counterbalance the challenges. The role of the team, then, is to understand the process of how to identify, develop, implement, and monitor supports. As with all students, the supports or individualized instructional strategies need to be adjusted over time as the student develops and as environments change. To accomplish this goal successfully, the whole student has to be understood by all who are responsible for teaching the child and the consultant has to be able to help the parent and teacher understand the links between observable behavior, underlying symptoms of autism, and skills to teach.

Explanation of Purpose/Outcomes of COMPASS Consultation

After the basic information on the rationale of the approach for planning is explained and questions are answered, the consultant clarifies the purpose and expected outcomes of the consultation. The consultant then hands out the Purpose/Outcomes of the COMPASS Consultation sheet (see Table 7.2) and answers questions from the participants. This table is reproduced at the end of the chapter in a format suitable to give to the parent/caregiver and teacher.

Table 7.2 Purpose/outcomes of the COMPASS consultation

Also provided is an illustration of an iceberg (available at the end of this chapter). This handout is used to illustrate two components that are critical during COMPASS consultation. The first aspect is to remind participants that the behaviors of children with autism represent the surface or tip of the iceberg. This is what we “see.” As we share the information provided by the people who know and teach the child, we will be better able to examine what is happening below the surface, from the child’s perspective. The child’s behavior is influenced by the child’s understanding of social interactions, ability to relate to others, understanding of language, and ability to communicate with others. Because children often cannot tell us what they are thinking or feeling, we have to interpret their thoughts and feelings. Our interpretation is based on what we are able to observe. But we also must be able to translate what we observe and act as an interpreter for the child.

The second aspect is that when there is behavior that is interfering with the child’s progress toward developmental skills, an educational approach is taken to address the problem behavior. In other words, the goal is to identify what skills and knowledge the child needs to acquire to replace the problem behavior. Problem behaviors are viewed as serving some function for the student. Our job is to try to take the perspective of the student and understand how he or she views the world.

Overview of Best Practices

Next, the consultant provides an overview of best practices and distributes the Overview of Best Practices for Individualized Education Plans (IEP) for Young Students with ASD handout (see Table 7.3; also reproduced at the end of this chapter). This overview of best practices for educational programs comes from recommendations from the National Research Council (2001) for programs of children with autism between the age of 3 and 8 years.

Table 7.3 Overview of best practices for individualized education plans (IEP) for young students with ASD

It is helpful to educate or remind the caregivers and teachers of the components that are necessary for a high quality educational program. Also, it sets the stage for the rationale for developing IEP objectives that are essential for students with autism. One aim of the COMPASS consultation is the development of IEP objectives that address at minimum a social skill, a communication, and a learning skill. Learning skills are the behaviors that will assist the student in becoming more independent.

Discuss the COMPASS Consultation Joint Summary

After these activities, the consultant provides the participants a copy of the COMPASS Consultation Joint Summary forms previously completed by the parents/caregivers and teachers and summarized using the Joint Summary Template (at the end of the chapter). The next step is the identification of the parents’ and teachers’ concerns and priorities, followed by agreement on at least three teaching objectives that address social skills, communication skills, and learning skills. Each skill is translated into a specific and measurable teaching objective. Chapter 5 discusses in more detail how to write IEP objectives that are of high quality. The last activity is the development of COMPASS teaching plans for each measurable objective. Each one of the four activities is described below and more detail is provided.

Specifically, the consultant will review summary information from the parent and teacher COMPASS forms and provide copies of the summary to all participants. This step is performed by sharing with the participants the information from teacher and parent forms, showing how this information fits in the model, asking if it looks accurate, and finding out if there is other information to add.

As the consultant, you are responsible for keeping the team focused and moving forward. Summarize information as it is shared and remind the participants of the link between what they are observing and how their observations relate to the COMPASS model. It is helpful to take notes throughout and keep in mind issues that the caregiver and teacher describe as salient. Also, keep in mind pivotal skills that might be important for selection as a targeted objective. Table 7.4 provides ideas on how the consultant can keep the team focused and moving forward during the consultation.

Table 7.4 Ideas on how to keep the team focused during the consultation

The review begins with a discussion of the child’s strengths and preferences (see Fig. 7.1), followed by fears and frustrations. Be sure to obtain examples of behaviors and use this information to help the participants understand that the child may not be able to express emotions directly and must rely on behavior to do so. Behaviors may be expressions of frustration that must be interpreted by others. The iceberg model is helpful in making the connection between observable behaviors and underlying skill deficits.

Fig. 7.1

Excerpt from consultation on examples of strengths and preferences that leads to further discussion of behavior

The next section covered is adaptive skills. It is important to obtain a sense of how much of a problem these issues are and for teachers to understand what the issues are outside the classroom. Often, this activity reminds teachers of the stress that parenting a child with autism may pose and the necessity of teaching adaptive skills that impact everyday living (Fig. 7.2).

Fig. 7.2

Excerpt from COMPASS consultation on coming to agreement on helping the child reach more independence while discussing behavior and relating to goals

Related to personal management are problem behaviors. During this review, obtain a sense of how interfering the behaviors are and make note of these behaviors. As information is shared on the child’s social and communication skills, making a link between these problem behaviors and skill deficits using the iceberg model will help identify pivotal skills that can replace problem behaviors (Fig. 7.3).

Fig. 7.3

Excerpt from consultation—discussion of trying to understand behavior

The next session deals more directly with the child’s play and social skills. Understanding how the child plays and interacts with objects provides important information that can be used to help participants interpret why the child may not be interacting or playing with other children appropriately. It also helps them understand where the child is starting before the next step of skill development can occur and that specific teaching plans will need to be implemented to obtain the next step.

The questions that ask about the social behaviors with adults and with children are intended to help the participants “see” that the children interact with adults better than with children. The consultant explains that adults tend to structure social situations for the child and adapt more to the child than peers do. Because of this, specific teaching plans will need to consider peer interactions and peer training. See Fig. 7.4 for an excerpt of discussion on social and play skills from a consultation.

Fig. 7.4

Excerpt on discussion of social/play skills from COMPASS consultation

Analysis of communication skills occurs next. The consultant reviews the words and actions the child uses to make specific requests, to negate, to comment and to express feelings. During this review, the consultant can emphasize the extent to which the child relies on behaviors and actions to communicate the messages. Figure 7.5 provides the dialogue between the participants on gaining consensus on how to use a visual communication system. Discussion also needs to include pivotal communication skills to target in the educational plan. If the child has significant behaviors that interfere with learning and participation in home and school activities, analyze possible communicative intentions of the problem behavior. Again, refer to the iceberg model and question participants’ theories about the causes of behavior. For example, if the child refuses to complete a requested activity, examine how it is that the child expresses no or refusal. If the child hits or scratches when given a request, this suggests a pivotal skill for the child to learn—how to indicate no appropriately (Fig. 7.5).

Fig. 7.5

Excerpt on discussion of gaining consensus on how to use a visual communication ­system that leads to discussion of goal and teaching strategies

The next two sections cover sensory challenges and sensory supports. Because young children with autism have limited ways to express themselves, it may be difficult to understand what types of environmental stimuli may bother them. What bothers one child may not bother another child with autism. Thus, sensory challenges are environmental risk factors personalized to each child. They need to be considered and addressed when developing the teaching plan so that learning is not hindered.

Sensory supports like sensory challenges are also individualized for each child. Because many young children are at the sensory and motor level of development, activities and objects that have a sensory component can be used for increasing motivation to complete tasks. Building sensory supports into the child’s program can also help with maintaining the child’s attention to tasks. See Fig. 7.6 excerpt on a discussion of sensory challenges and supports.

Fig. 7.6

Excerpt on discussion of reviewing the sensory checklist and considering what sensory preferences might be used as supports. There is some frustration about the sensory problems

The final domain of discussion is learning skills. Learning skills are the underlying adaptive classroom skills that help children become more independent and effective problem solvers. These are core skill areas impaired like social and communication skills. It is important to discuss with the participants how weaknesses in learning skills affect all areas of learning and independence. Also, if the child has a teaching assistant, helping participants understand that the teaching assistants can become environmental risks when they take over and perform these skills for the child. As this information is shared, the consultant should keep cognizant of which learning skills are emerging and what might be targeted in the educational plan (Fig. 7.7).

Fig. 7.7

Excerpt of discussion of learning skills during a COMPASS consultation

Identify and Come to a Consensus on the Top Three Concerns

Review the summary concerns form that was provided to the participants. Remind the parent and teacher that these concerns become the priority skills for the child to learn. Emphasize that a social skill, a communication skill, and a learning skill are to be targeted for the educational plan because these skills set the foundation for higher level skills. If the child has problem behaviors, help the participants understand the links between the observable (problem) behavior and the underlying impairments in autism that are influencing the behavior. Case study 1 provides a detailed example of how this was done for one child, Anthony.

As the teacher and caregiver concerns are shared with the team, it is helpful for the consultant to write the primary concerns on a whiteboard or paper that the team can view together. The consultant explains and shows the areas of concern that overlap as well as the areas that are distinct. It is likely that most of the concerns will be expressed by both the caregiver and teacher. Skills that may not overlap may be domains of learning that are a relative priority at school (academic skills) or at home (adaptive skills). Acknowledge the importance of these skills but also explain that the focus is to gain consensus on the skills that relate to the domains of social, communication, and learning skills. If there are differences in perceptions of what the priority should be, remind the team of the notion of pivotal skills that when learned, have widespread effects on other areas of development. Figure 7.8 is an excerpt of a discussion on coming to consensus for a social skill goal during a COMPASS consultation combined with writing the goal.

Fig. 7.8

Excerpt on discussion of coming to consensus of a social goal

Write Measurable IEP Objectives for the Consensus Areas

Once the team has gained consensus on at least three skills, write the skill as an IEP objective that is measurable and observable on the Develop COMPASS Teaching Plan: Environmental Support Form provided in the COMPASS Consultation Training Packet. Be sure to describe the level of prompting that will be applied. If there is no prompting (other than the use of visual supports or some other environmental support), then it is assumed that the child will complete the skill independently. Chapter 5 has more details on high quality IEPs of students with autism and how to write measurable objectives. Also, list the criterion for success or how many times the child must be able to perform the skill in order to state that the objective was met. Finally, the skill must be specific and observable. If a stranger can read the objective and be able to observe the skill with clarity of how it “looks,” know when the skill is achieved, and know what conditions under which the skill is performed, then the IEP objective is measurable and observable. Figure 7.8 illustrates a discussion of developing consensus on a social goal.

Develop COMPASS Teaching Plans for Each Measurable Objective

For each measurable objective, the COMPASS teaching plans are developed. This is often the task that takes the most time during the consultation. It is especially important that the consultant does not do the work for the team, but rather ask the team for input as well as provide guiding questions. To be effective in this process, an understanding of autism and use of the salient information provided during the review of the COMPASS Challenges and Supports forms, as well as the ability to use Socratic questioning techniques to facilitate the team’s input into each of the four components that make up the teaching plan is necessary. The Socratic interviewing technique is based on the principle that although the consultant may know the answer to a question, she asks questions as if she does not know in order to guide the parent and teacher to the answer. This allows parents and teachers to have the experience of reaching the answers by themselves. The use of the Socratic interviewing method broadens views by helping parents and teachers discover all the possible aspects involved in answering a question. It empowers participants by expanding their personal sense of control and understanding of the issues and questions at hand. The COMPASS consultation is a process of teaching and learning between all the participants. The team is thinking logically together in order to create new meanings and new knowledge shared among all the participants. This process requires much self-reflection and self-scrutiny on the side of the consultant, the parent, and the teacher. An authentic exchange of the child’s environmental challenges and the supports necessary to counter the challenges results in better plans when self-scrutiny can occur within a trusting and collaborative relationship. It is critical for the consultant to be nonjudgmental and to use active listening skills during this aspect of the consultation. Figure 7.9 illustrates a discussion on the personal and environmental challenges and supports necessary to consider for a student who is learning to take turns.

Fig. 7.9

Excerpt on discussion of personal and environmental challenges and supports for social skills teaching plan

Following the discussion of the personal and environmental challenges and supports for each skill, the other activities outlined in Table 7.5 are conducted. Provided in Fig. 7.10 is an example of a completed description of the personal and environmental challenges and supports based on the discussion provided in Fig. 7.9.

Table 7.5 COMPASS components to consider for personalized teaching plans

Fig. 7.10

COMPASS balance between challenges and supports

After discussion of the relationship between the objective and the personal challenges and supports that will hinder or facilitate learning, the next step is to complete the COMPASS Teaching Plan: Environmental Supports Form and the activities described in Table 7.6. Attend to specific details of what evidence base practice will be considered in teaching the skill (see handout in Forms section of this chapter), what activities you will use or need to develop to teach the skill, what materials will be necessary to use or to create, who, where, and when instruction will occur, and how data will be collected. As this information is being considered, be sure to include the child’s strengths and preferences in planning. Next, plan what cues will be used and how many; also decide on how reinforcement will be applied for correct and incorrect responses. For incorrect responses, because persons with autism often have a delay in processing information, it is important to allow at least 3–5 s before attempting to prompt the child again. It is also important to consider the types of prompts you will use and to start with the least invasive prompt before moving to a more restrictive prompt. More discussion of prompting is available online from the National Professional Development Center on Autism Spectrum Disorders and also in the next chapter. Table 7.6 describes essential details for planning effective teaching plans as well as offers questions to consider for the teaching plans. Figure 7.11 illustrates a discussion of an actual teaching plan, and Fig. 7.12 shows the completed teaching plan based on the discussion. Both of these examples are based on the IEP objective described in Fig. 7.10. After the teaching plans are written, provide a copy of the handwritten objectives and teaching plans to the members.

Table 7.6 Guide to developing a teaching plan

Fig. 7.11

Excerpt on discussion of teaching plan for social skills

Fig. 7.12

Teaching plan for social skills based on the IEP objective in Fig. 7.10

Summarize and Close

You will discuss follow-up activities and outline next steps:

1.Ask the team to update the student’s IEP within 3 weeks to address any changes and to assure that COMPASS information and prioritized objectives are included

2.Set up the first coaching session with the teacher and parent. Caregivers may not be able to attend, but remind them that they will receive a report from the coaching session

3.Provide team members a COMPASS Consultation Satisfaction Questionnaire to complete as well as a COMPASS Consultation Fidelity Checklist. This checklist can be returned by mail or fax if necessary

4.Provide a written summary of the objectives and teaching plans to teachers and parents within 1 week

Appendices

Appendix A Instructions for Completing Step B of COMPASS Consultation Action Plan

In the following section, we provide you with the forms and handouts you will need to conduct a COMPASS consultation. Instructions for the forms are given below.

• A. Read over the COMPASS Consultation Protocol and have a copy available for yourself during the consultation, which includes instructions for completing the following steps:

  • 1. Sign in and introductions

  • 2. Explanation of COMPASS

  • 3. Explanation of purpose/outcomes of COMPASS consultation

  • 4. Overview of best practices

  • 5. Gain consensus

    • a. Review COMPASS Consultation Joint Summary

    • b. Identify a social skill, communication skill, and learning skill objective

    • c. Agree on top three concerns

  • 6. Develop teaching plan for each concern

  • 7. Summarize and close

• B. At the start of the consultation, have all participants complete the COMPASS Sign-in Sheet.

• C. Provide copies of the COMPASS Consultation Training Packet to each participant, which includes the following items:

  • 1. Purpose/outcomes of COMPASS consultation

  • 2. Illustration of iceberg

  • 3. Overview of Best Practices for Individualized Education Plans (IEP) for Young Students with ASD

  • 4. Prioritize teacher and caregiver goals and write measurable objectives

  • 5. Develop compass teaching plan: Environmental supports (make three copies of this form or as many needed for each skill)

  • 6. COMPASS Consultation Satisfaction Questionnaire

  • 7. COMPASS Consultation Fidelity Checklist

• D. Follow the COMPASS consultation protocol for each activity.

Appendix B Abridged Protocol for Step B of the COMPASS Consultation Action Plan

Discuss COMPASS Consultation Training Packet

Introductions and Sign In

Below is a sample introduction script. Please note: It is important that you apply your own style of interaction and use your own words, as an important attribute of an effective consultant is authenticity.

You know (student’s name) better than I do. By working collaboratively using all of our knowledge and expertise, we can enhance (name’s) response to his/her educational program. You have already provided us with a wealth of information about (student’s name), which we will use today as we all plan together. I am here as a facilitator. I will be using the COMPASS Model to better understand (student’s name) and develop a personalized program based on current best practices and your priorities for (student’s name).

Explanation of COMPASS

Hand out the COMPASS Consultation Training Packet and refer to the Balance.

Sample script:

Our goal is to enhance (student’s name) competence by considering how to balance personal and environmental challenges with personal and environmental supports. The challenges are the risk factors that may keep a student from learning. These include those within the child (personal factors) and those that the environment creates for the student (environmental factors). The supports are protective factors and include personnel strengths and interests and environmental supports such as teaching strategies and various accommodations. In order for a student to be successful there must be enough on the support side to balance the risks.

Explanation of Purpose/Outcomes of COMPASS Consultation

Distribute and discuss the Purpose/Outcomes of COMPASS Consultation handout, which is located later in this chapter. For your convenience, we also provide the content of the handout below.

Purpose/Outcomes of COMPASS Consultation

• 1. Enhance parent–teacher collaboration in order to provide a holistic assessment of the student’s current functioning, learning, and needs.

• 2. Provide a process to reach consensus on recommendations for an individualized educational program including specific positive, individualized teaching strategies.

• 3. Write three measurable objectives from prioritized goals and develop specific teaching strategies for these.

• 4. Enhance purposeful and active student engagement in learning.

Overview of Best Practices

Distribute and discuss the Overview of Best Practices for IEP for Young Students with ASD handout, which is located later in this chapter. For your convenience, we also provide the content of the handout below.

Overview of Best Practices

The IEP should be the method utilized to identify objectives and strategies to achieve educational objectives. The educational objectives should include the growth of:

• Social skills to improve involvement in school, family and community activities (e.g., parallel and interactive play with family members and peers).

• Expressive verbal language, receptive language, and nonverbal communication skills.

• A symbolic communication system that is functional.

• Engagement and flexibility in tasks and play that are developmentally appropriate. This should also include the ability to be aware of the environment and respond to appropriate motivational systems.

• Fine and gross motor skills to be utilized when engaging in age appropriate activities.

• Cognitive or thinking skills, which include academic skills, basic concepts, and symbolic play. Replacement of problem behavior with more conventional or appropriate behavior.

• Behaviors that are the foundation to success in a regular classroom (following instructions, completing a task) and independent organizational skills.

Discuss the COMPASS Consultation Joint Summary

Review summary information from Consultation Summary Packet (allow about 60 min). By reviewing the summarized information with the teacher and parent, insight will be gained to help understand how the model works, assessing accuracy of information and whether additional information is necessary.

Identify and Come to a Consensus on the Top Three Concerns

Identify top three concerns: Consolidate and emphasize social, communication, and work skills using COMPASS Summary of Concerns. The caregiver and teacher agree on top three concerns within each domain with assistance from the consultant who facilitates prioritizing a social skill, a communication skill, and a learning or work skill.

Develop COMPASS Teaching Plans for Each Measurable Objective

For all three objectives, use the COMPASS Balance Between Challenges and Supports Form to:

• Write each prioritized concern as a measurable objective

• Identify personal and environmental challenges that may interfere with learning this skill

• Identify personal and environmental supports for learning this skill

Using a COMPASS Teaching Plan: Environmental Supports Form (one form for each skill), identify:

• Teaching methods (see Tables 7.5 and 7.6 and Explanation of Evidence Based Practices in Forms section)

• Materials

• Who will be responsible for teaching the objective, where the teaching will occur, and when

• The data system

Summarize and Close

Describe next steps:

• IEP Development Meeting within 3 weeks to address any changes and to assure that COMPASS information and prioritized objectives are included.

• Coaching with teacher and caregiver, if possible, will occur every 4–6 weeks.

Allow 10 min to complete follow-up forms, or ask participants to complete these later and send to you within 3 days:

• Complete COMPASS Consultation Satisfaction Questionnaire.

• Complete COMPASS Consultation Fidelity Checklist.

Give written or printed copy of each objective to the participants if possible.

Consultant provides a written summary of teaching plans for each objective to teachers and caregivers within 1 week.

Appendix C COMPASS Consultation Sign-In Sheet

Please print:

Student’s Name: ______________________ Consultation Date:_______________

Name of School: _______________________________________

Parent’s Name: _________________________________________

Caregiver’s Name: _______________________________________

Special Education Teacher’s Name: __________________________

All caregivers, teachers, and others who interact regularly with the student and who will participate in the COMPASS consultation need to complete the following:

Name	Title	Average number of hours per week with child

Appendix D COMPASS Consultation Training Packet

Created for (student’s name):_________________________ Date:_____________

Caregiver’s name:________________________________________________

Teacher’s name:__________________________________________________

Consultant’s name:________________________________________________

COMPASS: Providing Direction

A Collaborative Model

for Promoting

Competence and Success

for Persons with

Autism Spectrum Disorder

• 1. Enhance caregiver–teacher collaboration in order to provide a holistic assessment of the student’s current functioning, learning, and needs.

• 2. Provide a process to reach consensus on recommendations for an individualized educational program including specific positive, individualized teaching strategies.

• 3. Write three measurable objectives from prioritized goals within the social, communication, and learning or work-skill domains. Develop specific teaching strategies for each.

• 4. Enhance purposeful and active student engagement in learning.

• 5. Review the Overview of Best Practices for IEP for Young Students with ASD .

Overview of Best Practices for Individualized Education Plan (IEP) for Students with ASD

The IEP should be the method utilized to obtain planning and educational objectives. The educational objectives should include the growth of the following:

• Social skills to improve involvement in school, family, and community activities (e.g., parallel and interactive play with family members and peers).

• Expressive verbal language, receptive language, and nonverbal communication skills.

• A symbolic communication system that is functional.

• Engagement and flexibility in tasks and play that are developmentally appropriate. This should also include awareness of the environment and ability to respond to appropriate motivational systems.

• Fine and gross motor skills to be utilized when engaging in age appropriate activities.

• Cognitive or thinking skills, which include academic skills, basic concepts and symbolic play.

• Replacement of problem behavior with more conventional or appropriate behavior.

• Behaviors that are the foundation to success in a regular classroom (following instructions, completing a task) and independent organizational skills. (National Research Council, 2001). Recommended for children 8 years and younger, www.nap.edu.

Prioritize Teacher and Caregiver Goals and Write Measurable Objectives

Student’s Name: _____________________ Teacher’s Name: _________________

Social and Play Skills

Concern/Skill:

Measurable Objective:

Communication Skills

Concern/Skill:

Measurable Objective:

Learning Skills

Concern/Skill:

Measurable Objective:

Compass Balance Between Challenges and Supports

IEP objective	Personal challenges	Environmental challenges	Personal supports	Environmental supports

COMPASS Teaching Plan: Environmental Supports

Student’s Name: ___________________ Teacher’s Name: ___________________

Teaching Objective:

Teaching Methods	Who/Where/When
	Materials
	Data System

COMPASS Consultation Satisfaction Questionnaire

Student’s Name: _______________Your Relationship to Child:________________

Your Name: ______________________________ Date:______________________

Directions: Rate your experience with the COMPASS program, with “1” meaning “Strongly Disagree” and “4” meaning “Strongly Agree.” For questions that are not applicable, select “NA.”

		Strongly disagree			Strongly agree
1.	I felt involved during the consultation and able to express my views.	1	2	3	4	NA
2.	The consultant’s communication skills were effective.	1	2	3	4	NA
3.	The consultant listened to what I had to say.	1	2	3	4	NA
4.	The consultant was knowledgeable about ASD.	1	2	3	4	NA
5.	The consultant was able to adapt recommendations/suggestions based on my particular situation/classroom.	1	2	3	4	NA
6.	The consultation made me think differently about the cause(s) of my child’s behavior.	1	2	3	4	NA
7.	The consultant gave me new information about ways my child/student learns.	1	2	3	4	NA
8.	I gained a better understanding of how ASD affects my child/student.	1	2	3	4	NA
9.	I learned a useful way to problem-solve as a team on behalf of my child/student.	1	2	3	4	NA
10.	I gained a better understanding of other team members’ points of view.	1	2	3	4	NA
11.	I felt team members gained a better understanding of my point of view.	1	2	3	4	NA
12.	I gained a better understanding of specific teaching strategies for my child/student.	1	2	3	4	NA
13.	I gained a better understanding about what is needed in my child’s/student’s IEP.	1	2	3	4	NA
14.	I gained a more holistic understanding of my child/student (at home, school, community).	1	2	3	4	NA
15.	A more holistic understanding of my child/student is useful for understanding why she/he does what she/he does.	1	2	3	4	NA
16.	The consultation was helpful in gaining consensus on my child’s/student’s IEP goals.	1	2	3	4	NA
17.	This consultation was helpful in gaining consensus on specific teaching strategies.	1	2	3	4	NA
18.	I will change some ways I interact with my child/student based on information from this consultation.	1	2	3	4	NA
19.	My child’s/student’s IEP will change based on this consultation.	1	2	3	4	NA
20.	The problem-solving process used in this consultation will be helpful with future work with my child/student.	1	2	3	4	NA
21.	I feel comfortable in using the COMPASS problem-solving process on my own with my school team to develop/monitor my child’s/student’s program.	1	2	3	4	NA
22.	I will update the information concerning my child’s/student’s challenges/supports on an ongoing basis.	1	2	3	4	NA
23.	The time allotted for this consultation was adequate.	1	2	3	4	NA
24.	Overall, I feel that the consultation was collaborative.	1	2	3	4	NA
25.	Overall, I am satisfied with the consultation.	1	2	3	4	NA

26.What was most helpful about the consultation?

27.What would you recommend to improve the consultation?

28.What supports do you need in order to implement the ideas shared in the consultation?

29.What barriers do you foresee in being able to implement the ideas shared in the consultation?

Thank you!

COMPASS Consultation Fidelity Checklist

Instructions: Below are the components of the COMPASS consultation. Check the following boxes for the elements that occurred during the consultation.

• 1. The COMPASS consultation comprises a multidisciplinary team defined by:

  • teacher and parents attend meeting

  • other personnel who interact regularly with student attend meeting

• 2. COMPASS is collaborative as defined by:

  • goals include those suggested from home and family

  • planning for the student’s program is based on input from all participants

  • each member contributes ideas for teaching the goals

• 3. The COMPASS consultation process incorporates the following:

  • checklists that are used to help organize information, identify student’s needs, and solicit input from all members

  • facilitated guidance and structure from the consultant

  • a picture of the student at home, in the community, and at school

• 4. IEP goals that came from the COMPASS consultation are the following:

  • described in clear behavioral terms

  • measurable and observable

• 5. COMPASS consultation results in a teaching plan that:

  • identifies at least three priority concerns

  • prioritizes concerns that relate to home, community and school

  • identifies specific skills that the student must learn in order to accomplish each of the priority concerns

  • links the specific teaching strategies to each identified skill

• 6. The teaching strategies described in the COMPASS plan:

  • are developed AFTER goals are generated

  • are individualized for the student and the goal

  • are described in behavioral terms

• 7. Team believes that the student’s ability to learn is based on environmental and student factors:

  • there was a discussion of specific environmental factors for each goal

  • the philosophy of the environment as an important factor in determining student progress is discussed

  • team completes and discusses COMPASS forms on student’s strengths/challenges and environment’s strengths/challenges

• 8. COMPASS results in members having a broader understanding of the student:

  • family members report that they have a better perspective on school issues

  • teachers report that they have a better perspective on home and community issues

• 9. COMPASS consultation results in proactive problem solving:

  • interactive problem solving is implemented by team members providing input and ideas

  • specific problems for implementation and solutions are identified

  • members learn a framework for problem solving that can be used again by individual team members when needed

Evidence-Based Online Resources for Teachers

Direct links to each of these Web sites are available at http://www.ukautism.org/onlineresources.php. We will update our Web site regularly with any changes in the URLs. Visit this Web site for the latest links and for new suggested Web sites.

Recommended Web sites

All resources in this section are available from the following recommended Web sites. Each domain below lists the Web site name:

• Autism Services Research Group: COMPASS Series, http://www.ukautism.org/

• Interactive Collaborative Autism Network (ICAN), http://www.autismnetwork.org/

• National Professional Development Center on Autism Spectrum Disorders (NPDC), http://autismpdc.fpg.unc.edu/

• Ohio Center for Autism and Low Incidence: Autism Internet Modules (OCALI) All modules have a video and requires an account to be set up with a login and password, http://www.autisminternetmodules.org/

Social (See Recommended Web sites for Specific URL)

• COMPASS Series: Early Social Skills

• COMPASS Series: Teaching Social Interaction and Play within a Peer Group

• ICAN: Social Interventions (peer-mediated instruction, social stories)

• NPDC & OCALI: Peer-Mediated Instruction and Intervention

• NPDC: Social Narratives

• NPDC: Social Skills Groups

• NPDC: Video Modeling

Communication

• ICAN: Communication Interventions (augmentative and alternative communication; naturalistic language strategies; joint action routines; picture exchange communication system)

• NPDC: Session 7 Foundations of Communication and Social Intervention

• NPDC: Picture Exchange Communication System & OCALI PECS

• NPDC: Functional Communication Training

• NPDC: Speech Generating Devices/VOCA

• NPDC & OCALI: Naturalistic Intervention

• NPDC & OCALI: Pivotal Response Training

• OCALI: Computer Aided Instruction (follow autism in the classroom and at home links)

Learning Skills

• NPDC: Session 6 Instructional strategies and learning environments

• NPDC & OCALI: Self-Management

• NPDC & OCALI: Visual Supports

• NPDC & OCALI: Structured Work Systems

• OCALI: Structured Teaching

Behavior

• COMPASS Series: Behavior Management

• COMPASS Series: Relaxation/Calming

• ICAN: Behavioral Interventions

• NPDC: Session 8 Promoting positive behavior and reducing interfering behaviors

• NPDC: Extinction

• NPDC & OCALI: Antecedent-Based Intervention

• NPDC: Differential Reinforcement

• NPDC: Functional Behavior Assessment

• NPDC & OCALI: Response Interruption/Redirection

Self-help/Adaptive

• COMPASS Series: Toilet Training

• COMPASS Series: Constipation in Children with Autism

• COMPASS Series: Helping Your Child Sleep Better

General

• COMPASS Series: Elements of Effective Programs

• COMPASS Series: Understanding Death

• COMPASS Series: Visual Supports

• ICAN: Environmental Interventions

• NPDC & OCALI: Time Delay

• NPDC: Prompting

• NPDC & OCALI: Reinforcement