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Adapting COMPASS in Australia
This chapter discusses the first independent replication of COMPASS within an autism-specific school environment in New South Wales, Australia....
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Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial
Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of...
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COMPASS Across Settings
Schools need to find innovative methods for keeping the promise of transition as a coordinated set of activities that successfully facilitate the...
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COMPASS for Middle School Mental Health
A large portion of autistic youth experience co-occurring mental health issues, such as anxiety and depression. The COMPASS model can be used to...
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COMPASS Dissemination: The Development of a COMPASS Training Package for Community-Based ASD Consultants
Over the past 20 years and with three previous randomized controlled trials, COMPASS has had a clinically significant meaningful impact on the goal...
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COMPASS and Innovative Education for Students with Autism
This book examines the five primary areas of the Collaborative Model for Promoting Competence and Success (COMPASS). It describes COMPASS as an...
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How much data do we need to estimate computational models of decision-making? The COMPASS toolbox
How much data are needed to obtain useful parameter estimations from a computational model? The standard approach to address this question is to...
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Adapting and Evaluating COMPASS for Transition-Age Youth for Improving School Outcomes
When an intervention is deemed effective for a particular population, it cannot be assumed that it will work equally well with a different population...
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Teachers Supporting Teachers: Training Teachers to Implement COMPASS with Peer Coaching
Access to evidence-based intervention and support for children with autism and their families who live in rural or underserved areas is often...
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Innovations in Evidence-Based Practices, Evidence-Based Principles, and Common Elements with COMPASS
Autism trainers often prioritize professional development restricted to discussion of evidence-based practices (EBP) with limited applicability...
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What Matters in COMPASS Coaching with Teachers: Method or Amount?
In addition to collaborative goal setting and intervention planning, an essential element of the COMPASS process is the performance feedback...
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COMPASS for Hope (C-HOPE) for Caregivers of Children with Autism and Behavior
The COMPASS framework, while implemented most extensively in schools, is flexible and readily applied to other contexts, including homes by...
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Towards a wider conception of autonomy support in adolescence: The contribution of reflective inner-compass facilitation to the formation of an authentic inner compass and well-being
Ample research has demonstrated the benefits of basic autonomy supportive practices (e.g., perspective-taking, choice, minimizing-control) for...
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Culture points the moral compass: Shared basis of culture and morality
The present work reviews moral judgment from the perspective of culture. Culture is a dynamic system of human beings interacting with their...
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Orientating to Our Inner Compass (Session 3)
This chapter identifies values as a motivating force, and outlines strategies for helping athletes to clarify their own values.
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The mosaic structure of the mammalian cognitive map
The cognitive map, proposed by Tolman in the 1940s, is a hypothetical internal representation of space constructed by the brain to enable an animal...
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