Additional predictive factors in the model are the quality of consultant and teacher behavior as well as the internal and external factors associated with the consultant, the teacher, and the student. In our work, COMPASS has served as the evidence-based implementation strategy proven to result in better educational outcomes for children with ASD. The bulk of our work has focused on the intervention practice that is the link between COMPASS (what the consultant does with the teacher) and child outcomes (what the teacher does with the child).

Each of the three primary practice areas in our Integrated Model represents interdependent activities that are both distinct and also linked to each other. In other words, the quality of the implementation practice (COMPASS consultant fidelity) should be associated with the quality of the intervention practice (teacher fidelity), which in turn should be associated with the effectiveness of the practice outcomes (child educational goal attainment). In this chapter, we will describe our main findings for each of the three areas and also areas for future research.

So far we have described several frameworks that help explain the need for COMPASS and our study of its effectiveness (Chaps. 1 and 2). We have described our approach for the development and testing of an appropriate outcome measure (Chap. 3). We also presented evidence that COMPASS is an effective implementation practice (Chap. 4) and even works using web-based technology for improving child educational outcomes (Chap. 5). We also described our process for establishing evidence of at least two active ingredients that help explain why COMPASS works as well as other important quality measures (Chap. 6). Teacher and child internal and external factors that are associated with outcomes were also reviewed (Chaps. 7 and 8). Our main findings are listed in the Fig. 9.2.