Online
Self-paced
Ongoing enrollment
Time Commitment: 5-6 hours
Continuous
Course Description
Students with autism need specialized and personalized instruction in self-determination skills such as social, communication, and self-management for quality of life. Teaching these skills must start early and be ongoing. But IEPs often lack quality instruction in these areas. COMPASS is a consultation-based, research supported intervention with proven outcomes. COMPASS is ideal for autism trainers, consultants, and specialists for targeting these critical life-affirming skills and improving the outcomes of autistic children and youth. With more than 15 years of research evidence behind it, COMPASS meets criteria as an evidence-based practice. Unique to COMPASS is its focus on developing personalized interventions with caregiver and teacher input, support, shared decision-making, and mutual collaboration. How many times are IEPs developed without adequate parent and caregiver input? Unfortunately, the answer is often “too many.” COMPASS not only supports parent and teacher collaboration, it also supports the implementation of intervention strategies through evidence-based teacher coaching. Coaching support is critical for obtaining positive outcomes. IEP outcomes are doubled for students whose teachers receive COMPASS. The goal of this course is to gain the skills for implementing COMPASS for better teacher-caregiver decision making and support and positive student outcomes.
Behavior analysts have an important role in our public schools. They bring with them a set of knowledge and skills that can provide meaningful input and understanding of students with autism. Too often, behavior analysts lack training and experience working effectively and collaboratively with teachers and parents. COMPASS offers a viable approach by extending behavior consultation to include meaningful shared decision making between caregivers and teachers – the people who have the most important interaction with the student. In this course, you will learn about the philosophy behind COMPASS, what makes it unique, how to promote caregiver and teacher collaboration for creating a shared understanding of the child at home and school, how to support caregivers and teachers with identifying goals important to them and creating personalized intervention plans. Students who complete the final quiz and score 80% or better will earn 4 CEU's.
Time Commitment: 5-6 Hours
Learning Objectives
Contact Us
Email: lifetimelearning@bsu.edu
Phone: 765-285-8565
Materials Provided
All materials are included within the course.
Measure of Performance
Those who successfully complete the course will receive a certificate of completion. Students that complete the final quiz and score 80% or better will earn 4 CEU's.
For those who wish to be certified as a COMPASS consultant, please read the introduction for more information on the certification process.
Course Requirements
This course is designed for trainers and interventionists who have a working knowledge of the characteristics of autism and consultation or training.
Purchase the COMPASS textbook, Collaborative Model for Promoting Competence and Success for Students with ASD, Ruble, Dalrymple, & McGrew, 2012. Link from Springer: https://link.springer.com/book/10.1007/978-1-4614-2332-4
If you need course adaptations or accommodations because of a disability, please fill out the self-disclosure form. The Office of Disability Services coordinates services for students with disabilities. Documentation of a disability needs to be on file in that office before any accommodations can be provided.
Instructor Bios
Dr. Lisa Ruble, PhD, HSPP
Lisa Ruble is the Earl F. Smith Distinguished Professor in Autism and Special Education at Teachers College of Ball State University's Department of Special Education. Dr. Ruble began working with children with autism when she was a weekend houseparent for a residential program at Indiana University in the 1980s. At that time, autism was thought to only impact 1 / 1000 individuals, and very little was understood about effective intervention. Since then, Dr. Ruble received her master’s degree from IUPUI in Rehabilitation Psychology and her Ph.D. in School Psychology from Indiana University. She is a licensed psychologist and a clinician-researcher. She is the developer of COMPASS, designed with implementation in mind for improved quality of life outcomes for individuals with autism, caregivers, and educators. Dr. Ruble has published more than 70 peer-reviewed research papers, books, and book chapters, which are available online. She is on the editorial board of Research in Autism Spectrum Disorders and serves as a grant reviewer for agencies such as the National Institutes of Health (NIH).
Dr. Lindsey Ogle
Dr. Lindsey Ogle is an assistant professor in the Department of Special Education and program manager of the intense interventions teacher licensure program at Ball State University. Dr. Ogle’s clinical and research interests focus on improving quality of life outcomes for individuals with intense intervention needs, their families, and their teachers across the lifespan. She has conducted research in autism intervention, augmentative and alternative communication, supported decision-making within guardianship/conservatorship, and special education teacher burnout. She is currently a Co-PI on an IES funded study on CAST (COMPASS Across Settings), a consultation and coaching intervention for autistic students, teachers, caregivers, and pre-employment transition specialists designed to improve individualized postsecondary outcomes of transition age youth with autism led by Dr. Lisa Ruble (PI). She is also a co-executive director of Camp Achieve, a summer camp for autistic youth in the Muncie, Indiana community.
Christy Bohn, MA, BCBA
As an educator, Christy has an extensive background working with individuals with developmental disabilities from birth through adulthood. Presently Christy is an Instructor of Early Childhood Special Education and Applied Behavior Analysis at Ball State University. She also serves as the director of the undergraduate Applied Behavior Analysis program for the university. Christy is an independent consultant for local public schools, working with educators to support their classroom management and behavioral practices. “I’ve worked with many educators, parents, students and other individuals who find their responses to behaviors are ineffective and frequently escalate to pre-crisis or crisis situations. I believe that PCMA’s Everyday Behavior Tools curriculum is the solution to a happier, healthier and more meaningful relationship. When implemented, these tools maintain dignity for all while providing effective interaction strategies that will result in desired outcomes while avoiding escalation. These 6 tools empower those who work with individuals with challenging behavior to respond in a manner that is both dignified and respectful of the individual.