Adaptation de COMPASS pour une utilisation dans des écoles spécialisées dans l’autisme en Australie : un essai randomisé en grappes

Titre original en anglais : Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Love, A., Cai, R. Y., Stephenson, J., Gallagher, E., Toland, M. D., & Gibbs, V. (2024). Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial. Journal of Autism and Developmental Disorders, 55(9), 3274-3287. https://doi.org/10.1007/s10803-024-06345-y

Date de publication: 01/06/2024 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices de la publication identifié·es comme autistes
1 / 6 (16,7 %)
  1. Abigail Love
  2. Ru Ying Cai
  3. Jennifer Stephenson
  1. Emma Gallagher *
  2. Michael D. Toland
  3. Vicki Gibbs

Résumé

Résumé Les élèves autistes sont scolarisés en Australie dans divers contextes et presque tous les éducateurs utilisent la définition d’objectifs individualisés afin de garantir des aménagements appropriés et des modifications du programme scolaire. Les éducateurs rencontrent des difficultés similaires lors de l’élaboration d’objectifs individualisés pour les élèves, notamment l’absence de processus standardisé de définition des objectifs, des réseaux de soutien incohérents et des difficultés liées à la définition d’objectifs fondée sur les données. L’objectif de notre recherche était d’adapter et d’évaluer le Collaborative Model for Competence and Success (COMPASS), une intervention fondée sur la recherche visant à améliorer le processus de définition d’objectifs individualisés pour les élèves autistes. Notre hypothèse principale était que les élèves autistes participant à COMPASS démontreraient une progression plus importante dans leurs résultats individualisés que les élèves autistes recevant les services habituels (SAU). Pour répondre à notre question de recherche principale, nous avons appliqué un essai randomisé en grappes en simple aveugle. Les participants ont été randomisés dans l’un des deux groupes suivants : a) un groupe d’intervention COMPASS et b) un groupe SAU. Les résultats indiquent que les élèves dont les enseignants ont reçu l’intervention ont réalisé davantage de progrès dans leurs objectifs individualisés finaux que ceux ayant reçu les SAU, reproduisant les résultats antérieurs concernant COMPASS aux États-Unis. En outre, l’adaptation de COMPASS au contexte australien a montré des taux élevés de satisfaction et de fidélité. Le succès de cette intervention dans l’amélioration des progrès réalisés par les élèves dans leurs objectifs individualisés démontre les avantages d’une intervention standardisée qui soutient les enseignants et les familles dans cette pratique essentielle.

Abstract Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 12/09/2026 01:05.

Références citées
53
Avec un DOI
39
Sans DOI, à partir du texte brut de la bibliographie
10
1 / 53 (1,9 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
13 / 53 (24,5 %)
Références avec noms d’auteurices détectés
42 / 53 (79,2 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
12
Sans identifiant stable
10
Références avec noms bruts d’auteurices restant à vérifier
10
Références avec problème de récupération des métadonnées externes
2
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
163
À partir du DOI ou de métadonnées externes
163
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
33
40 / 163 (24,5 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 123 / 163 (75,5 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
2 / 163 (1,2 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 2 / 40 (5,0 %). Personnes distinctes identifiées comme autistes : 2 / 129 (1,6 %).
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