| Preface | 8 |
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| Introduction | 10 |
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| What Is COMPASS? | 10 |
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| Integrates Assessment and Intervention Planning | 10 |
| What Makes COMPASS Unique | 11 |
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| Competency Development | 11 |
| Measurable Goals and Outcomes | 11 |
| Evolving Understanding of Competence | 12 |
| Individualized Approach | 12 |
| Training and Supporting Teachers | 13 |
| Consultation and Coaching: Two Different Roles, One Person | 13 |
| Supporting Parents, Caregivers, and Families | 14 |
| Who Should Use this Manual | 14 |
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| How to Use this Manual | 15 |
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| Overview of this Manual | 15 |
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| Teachers and Parents Comments on the Benefits of the COMPASS Consultation and Coaching Intervention | 17 |
| From Teachers | 17 |
| From Parents | 18 |
| Acknowledgments | 20 |
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| Contents | 22 |
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| Chapter 1: Rationale for COMPASS | 30 |
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| Measuring Success Through Competence | 31 |
| Evaluating the Effectiveness of COMPASS Through Research | 32 |
| COMPASS as a Proactive Approach | 34 |
| Need for an ASD-Specific Consultation Model | 34 |
| Collaborative Program Planning and Program Implementation | 36 |
| COMPASS as a Wrap-Around Model | 37 |
| Chapter 2: Theoretical Background of COMPASS | 38 |
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| COMPASS as a Social, Cognitive, Behavioral Model | 39 |
| Distinction Between Impairment, Disability, and Handicap | 40 |
| Competence Enhancement Across the Lifespan | 41 |
| Balance Between Risk and Protective Factors | 42 |
| Challenges | 42 |
| Supports | 43 |
| Chapter 3: Evaluating Your Knowledge of ASD | 45 |
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| Social Validity | 46 |
| Content Knowledge Versus Process Knowledge | 46 |
| Skill Levels Needed by COMPASS Consultants | 47 |
| Competencies for a COMPASS Consultant | 50 |
| Content Knowledge | 50 |
| Process Skills | 51 |
| Appendix A Self-Evaluation of Competencies for Consultants and People Teaching Students with Autism Spectrum Disorders | 53 |
| Area 1: Developmental Disabilities and ASD | 53 |
| Area II: Inclusion, Public Policy, and the Service System | 54 |
| Area III: Assessment and IEP Development for Students with ASD | 54 |
| Area IV: Programming for Students with ASD | 55 |
| Area V: Positive Behavior Support | 55 |
| Area VI: Medical Needs and Daily Living Skills | 56 |
| Area VII: Collaboration with Parents | 56 |
| Area VIII: Involvement with School Personnel | 56 |
| Appendix B Self-Evaluation of Process Skills Necessary for Level III COMPASS Consultation | 57 |
| Area 1: Explaining the Purpose and Outlining the Agenda | 57 |
| Area 2: Clarifying Questions and Concerns | 57 |
| Area 3: Keeping the Group Moving and Focused | 57 |
| Area 4: Involving All Participants | 57 |
| Area 5: Valuing All Participants’ Input | 58 |
| Area 6: Demonstrating Sensitivity and Responsivity to Culturally Diverse Families and Teachers | 58 |
| Area 7: Questioning Members Effectively to Dr | 58 |
