Compass and Innovative Education for Students with Autism
Ruble, Lisa a., McGrew, John H.
- 出版商: Springer
- 出版日期: 2024-08-25
- 售價: $6,030
- 貴賓價: 9.5 折 $5,729
- 語言: 英文
- 頁數: 220
- 裝訂: Quality Paper - also called trade paper
- ISBN: 3031313976
- ISBN-13: 9783031313974
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相關主題
商品描述
This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an evidence-based practice in psychology (EBPP) versus an evidence-based practice (EBP) and discusses how it informs innovative individualized education program (IEP) goal setting., planning, and implementation through teacher coaching. In addition, the book introduces the common elements necessary for improved teaching plan quality and child goal attainment in maximizing educational outcomes. It also describes the extension of COMPASS to transition-age high school students with autism as well as the integration of current research findings from NIH-funded studies for transition-age youth and professional development and training. Finally, the book explores innovative methods to support the consistent implementation and expansion of COMPASS across school, home, and community settings. It discusses how to integrate classroomwide performance assessment to identify students in need of the focused instruction that COMPASS provides.
Key areas of coverage include:
- Identifying personalized goals and intervention strategies (i.e., EBPs) using an EBPP framework within COMPASS for students with autism.
- Advances in measurement of IEP quality for transition-age autistic youth
- Integration of accessible online educational materials necessary to implement COMPASS feasibly when implemented by school consultants and autism trainers
- Lessons learned from professional development and training of community-based autism school consultants for developing high quality intervention plans.
- COMPASS IEP goal attainment and fidelity outcomes with face-to-face, telecoaching, and electronic feedback.
COMPASS and Innovative Education for Students with Autism is an invaluable resource for educators, clinicians, scientist-practitioners, and therapists as well asresearchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work as well as rehabilitation, special education, speech pathology, and all interrelated disciplines.
商品描述(中文翻譯)
本書探討了促進能力與成功的協作模式（COMPASS）的五個主要領域。它將COMPASS描述為心理學中的證據基礎實踐（EBPP），與一般的證據基礎實踐（EBP）相比，並討論了它如何通過教師輔導來指導創新的個別化教育計畫（IEP）目標設定、規劃和實施。此外，本書介紹了改善教學計畫質量和兒童目標達成所需的共同元素，以最大化教育成果。它還描述了COMPASS擴展到自閉症過渡年齡高中生的情況，以及整合來自國立衛生研究院（NIH）資助研究的最新研究結果，針對過渡年齡青少年及專業發展和培訓。最後，本書探討了支持COMPASS在學校、家庭和社區環境中持續實施和擴展的創新方法。它討論了如何整合全班的表現評估，以識別需要COMPASS所提供的專注指導的學生。
主要涵蓋的領域包括：
- 使用COMPASS中的EBPP框架為自閉症學生識別個性化目標和干預策略（即EBPs）。
- 對過渡年齡自閉症青少年IEP質量測量的進展。
- 整合可獲得的在線教育材料，以便在學校顧問和自閉症訓練師實施COMPASS時可行地執行。
- 從社區基礎自閉症學校顧問的專業發展和培訓中學到的經驗教訓，以制定高質量的干預計畫。
- COMPASS IEP目標達成和忠實度結果，包括面對面、遠程輔導和電子反饋。
《COMPASS與自閉症學生的創新教育》是教育工作者、臨床醫生、科學實踐者和治療師，以及兒童與學校心理學、行為治療、社會工作、康復、特殊教育、語言病理學及所有相關學科的研究人員、教授和研究生的重要資源。
作者簡介
Lisa A. Ruble, Ph.D., earned her doctorate in school psychology from Indiana University, Bloomington. She is the Earl F. Smith Distinguished Professor in Special Education and Autism at Ball State University. Previously, she was a faculty member and appointed as University Research Professor at the University of Kentucky in School Psychology and held previous appointments at University of Louisville in Pediatrics as well as Vanderbilt University in Pediatrics, where she helped develop autism outpatient, consultation, and professional development services. Dr. Ruble has authored more than 100 peer-reviewed research articles, books, and chapters on autism and has led four NIH-funded trials on improving the educational outcomes of children with autism with COMPASS. She is a past recipient of the New Investigator Award from NIMH. Her research program is based on these past experiences as a Licensed Psychologist when she developed and provided social skills and behavioral interventions, school consultation and training, and parent training. These experiences influenced Dr. Ruble's interest in services research and the study of issues involved in the provision of evidence-based practices in community settings.
John H. McGrew, Ph.D., earned his doctorate in clinical psychology from Indiana University, Bloomington. He is Professor of Psychology and past Director of the Clinical Psychology Program at Indiana University Purdue University Indianapolis. Dr. McGrew has been principal or co-principal investigator of more than 20 grants in the area of mental health services. He has published more than 100 articles in books or professional journals. Dr. McGrew has worked extensively in creating and scientifically evaluating implementation strategies for evidence-based practices. His research has focused heavily on fidelity measurement, identification of critical ingredients, exploration of policy impacts on implementation, and caregiver impacts when raising a child with ASD.
作者簡介(中文翻譯)
Lisa A. Ruble, Ph.D.，在印第安納大學布盧明頓校區獲得學校心理學博士學位。她是巴爾州立大學特殊教育與自閉症的Earl F. Smith傑出教授。之前，她曾在肯塔基大學擔任教職並被任命為學校心理學的大學研究教授，並在路易斯維爾大學的兒科及范德比爾特大學的兒科擔任過職位，在那裡她協助開發自閉症門診、諮詢和專業發展服務。Ruble博士已發表超過100篇經過同行評審的研究文章、書籍和章節，專注於自閉症，並主導了四項由NIH資助的試驗，旨在改善自閉症兒童的教育成果，使用COMPASS。她曾獲得NIMH的新研究者獎。她的研究計畫基於她作為執照心理學家的過去經驗，當時她開發並提供社交技能和行為干預、學校諮詢和培訓，以及家長培訓。這些經驗影響了Ruble博士對服務研究的興趣，以及對在社區環境中提供基於證據的實踐所涉及問題的研究。
John H. McGrew, Ph.D.，在印第安納大學布盧明頓校區獲得臨床心理學博士學位。他是印第安納大學普渡大學印第安納波利斯校區的心理學教授及臨床心理學計畫的前主任。McGrew博士在心理健康服務領域擔任過20多項資助計畫的主要或共同主要研究者。他在書籍或專業期刊上發表了超過100篇文章。McGrew博士在創建和科學評估基於證據的實踐實施策略方面有廣泛的工作經驗。他的研究重點主要放在忠實度測量、關鍵成分的識別、政策對實施的影響探索，以及在撫養自閉症譜系障礙（ASD）兒童時照顧者的影響。
