Adapting COMPASS for youth with ASD to improve transition outcomes using implementation science

Area of Science:

• Implementation Science
• Special Education
• Autism Spectrum Disorder Research

Background:

• Students with autism spectrum disorder (ASD) often face challenges in postsecondary education and employment.
• Transition planning is crucial for improving postsecondary outcomes for students with ASD.
• Existing evidence-based practices (EBPs) require adaptation to meet specific implementation needs.

Purpose of the Study:

• To describe the adaptation process of a consultation intervention (COMPASS) for students with ASD.
• To utilize implementation science frameworks to guide the modification of an EBP.
• To enhance the effectiveness of transition planning interventions for students with ASD.

Main Methods:

• Focus-group methodology was employed to identify barriers and facilitators to transition planning for students with ASD.
• Two implementation science frameworks (Dunst & Trivette, 2012; Damschroder et al., 2009) guided the adaptation process.
• An existing evidence-based consultation intervention (COMPASS) was modified based on focus-group findings and theoretical frameworks.

Main Results:

• The adaptation process incorporated implementation concerns from the outset.
• Focus groups provided critical insights into the specific needs of students with ASD during transition.
• The modified COMPASS intervention is designed to improve teacher acceptability, feasibility, and parent/student satisfaction.

Conclusions:

• The described adaptation process offers a model for implementation science studies involving consultation interventions.
• Adapting EBPs using implementation science principles can improve their applicability and effectiveness.
• This work contributes to better supporting students with ASD in their transition to postsecondary life.