By Lisa A. Ruble, Nancy J. Dalrymple, John H. McGrew

Rising numbers of young ones clinically determined with autism spectrum problems capacity extra scholars with ASD getting into pre-school and the undemanding grades. For those younger freshmen, individualized guideline towards measurable objectives is important to potent schooling. The COMPASS program—Collaborative version for selling Competence and good fortune for college students with Autism Spectrum Disorders—has been built to enhance results for those scholars within the specific context in their lives.

Collaborative version for selling Competence and good fortune for college kids with ASD builds consulting and ASD wisdom skills whereas operating with households and academics in a scientific, empirically supported session application. The booklet deals a framework for individualized evaluation and application making plans established in scholars’ lifestyles studies besides kin and instructor enter. while, its two-tiered consultation/coaching process is designed to lessen the setbacks that ensue even in optimum family members and school room occasions. Protocols, scripts, types, and case examples are incorporated for a whole consultant to facilitating profitable studying.

Featured within the text:

  • Theory and cause at the back of COMPASS.
  • Self-evaluation instruments for assessing center talents and competencies.
  • Guidelines for writing powerful person education schemes and the COMPASS motion Plan.
  • Detailed directions for enforcing motion Plans and tracking progress.
  • Case experiences of the COMPASS software in real-life occasions.
  • A entire package of varieties, scales, and checklists.

Practitioners operating with youngsters with ASD, really in baby and faculty psychology, distinct schooling, rehabilitation, social paintings, speech pathology, and developmental psychology, will locate in Collaborative version for selling Competence and good fortune for college kids with ASD a session version that empowers lecturers, households, and certainly, scholars.

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Extra info for Collaborative Model for Promoting Competence and Success for Students with ASD

Example text

As the information is shared about the child’s strengths and weaknesses and teacher and parent concerns, the consultant asks questions and clarifies comments to ensure that all participants have a common understanding. The consultant maintains awareness of the time spent on various components of the consultation and gently transitions from one area to another by summarizing information that keeps the group moving and the topic focused. This is done by acknowledging comments and concerns and reminding the group of the task at hand.

The student must adjust to being away from home and must adapt to the increased challenges of academic learning. The school setting requires that the student exhibit selfcontrol and competencies in socialization, communication, and emotion. Play skills take the form of organized sports or may require the student to interact in peer-organized activities, such as during recess. Changes in routines also become more pronounced as students are expected to make many new transitions both at school and home.

Social learning theory also takes into account consultees’ own cognitions about their own selfefficacy (confidence they can perform a task) and appraisal (importance they place on completing a task or attaining a goal). Social learning theory is represented by one of the goals of COMPASS: to enhance consultees’ sense of self-efficacy in solving current and future problems. The Mental Health Model (G. Caplan, R. B. Caplan, & Erchul, 1994) builds from psychodynamic theories and stresses the importance of interpersonal relationships between consultant and consultee.

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