Abstract
To understand the process by which evidence-based practices (EBPs) move from identification as effective through research establishing empirically validated effects, to being routinely adopted to bring about meaningful impact, we examined the selection/adaptation process within a well-established consultation model, COMPASS, applying two frameworks—the Evidence-Based Practice in Psychology (EBPP) Framework and the Consolidated Framework for Implementation Research (CFIR). The EBPP Framework proposes the equal importance of the EBP, student/family factors, and school/teacher factors in decision-making. CFIR highlights greater understanding of the iterative decision-making process and elucidates how an EBP moves through selection, adaptation, and use. Descriptive analysis of COMPASS intervention plans revealed that five EBPs were selected on average and specific EBPs were based on goal domain. Social goals used the widest variety of EBPs and demonstrated the greatest number of intercorrelations with other EBPs. Goal attainment outcomes were similar across goal domains.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 365-380 |
| Number of pages | 16 |
| Journal | Remedial and Special Education |
| Volume | 44 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 2023 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by grants R34MH073071 and 1RC1MH089760 from the National Institute of Mental Health. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.
Publisher Copyright:
© Hammill Institute on Disabilities 2022.
Keywords
- CFIR
- COMPASS
- EBP
- EBPP
- autism
- coaching
- consultation
- evidence-based practice in psychology
- intervention adaptation