We first tested COMPASS for preschool and elementary age students as a consulting intervention to improve IEP outcomes and compared results with a group of students who received services as usual (control group). We found IEP outcomes doubled in COMPASS when evaluated by an observer unaware of the group assignment for the children (Ruble, Dalrymple, & McGrew, 2010). In a replication study, we tested COMPASS again with a new set of teachers and students and got similar results. But we also tested another group that received web-based coaching and found this approach to be effective (Ruble, McGrew, Dalrymple, Toland, & Jung, 2013). Overall, children who receive COMPASS make at least 1 standard deviation improvement over the comparison group. In other words, children who received COMPASS had goal attainment scores that were greater than 80% of children in the comparison group.
The third intervention COMPASS for Transition (COMPASS-T), was tested in an RCT with high school students in their final year of school with a focus on improving IEP and postsecondary outcomes (Ruble, McGrew, Toland, Dalrymple, Adams & Snell-Rood, 2018). A very large effect (2.1) was observed for IEP goal attainment outcomes based on an independent observer. This means that students who received COMPASS did better than more than 90% of those who did not receive COMPASS.
Next, we tested a parent-mediated version of COMPASS called COMPASS for Hope (C-HOPE). C-HOPE was designed for parents of children with ASD and challenging behavior. C-HOPE was effective for decreasing child problem behavior (p<.001); increasing parent competency (p=.02) and decreasing parent stress (p<.001) (Kuravackel, et al., 2018).