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Direct linkLove, Abigail M. A.; Findley, Jordan A.; Ruble, Lisa A.; McGrew, John H. – Focus on Autism and Other Developmental Disabilities, 2020
Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism…
Descriptors: Self Efficacy, Autism, Pervasive Developmental Disorders, Students with Disabilities
Wong, Venus; Ruble, Lisa A.; McGrew, John H.; Yu, Yue – School Psychology Quarterly, 2018
Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) levels. We applied a multidimensional, multilevel conception of fidelity (Dunst, Trivette, & Raab, 2013) to a…
Descriptors: Fidelity, Consultation Programs, School Psychology, Intervention
Wong, Venus W.; Ruble, Lisa A.; Yu, Yue; McGrew, John H. – Exceptional Children, 2017
Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter's (1999) model to understand the direct effects of…
Descriptors: Teacher Burnout, Educational Quality, Stress Variables, Special Education
Ruble, Lisa A.; McGrew, John; Dalrymple, Nancy; Jung, Lee Ann – Journal of Autism and Developmental Disorders, 2010
The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine…
Descriptors: Autism, Interrater Reliability, Disabilities, Young Children
Ruble, Lisa A.; Dalrymple, Nancy J.; McGrew, John H. – Journal of Early Intervention, 2010
The effects of a teacher consultation intervention were examined--namely, the collaborative model for promoting competence and success (COMPASS), which was designed to improve objectives of individualized education programs for children with autism. The intervention consists of an initial parent-teacher consultation, followed by four teacher…
Descriptors: Intervention, Individualized Education Programs, Autism, Outcomes of Education
Peer reviewedRuble, Lisa A.; Dalrymple, Nancy J. – Focus on Autism and Other Developmental Disabilities, 2002
A consultation framework with strong theoretical and conceptual support is presented, called the Collaborative Model for Promoting Competence and Success (COMPASS). The overall goal of COMPASS is to provide indirect intervention to help students with autism achieve competence. COMPASS was also designed to provide collaboration among educators and…
Descriptors: Academic Achievement, Autism, Behavior Modification, Behavior Problems
