To help answer our questions effectively, we applied the same sampling, recruitment, measures, and randomization procedures for both RCTs, which then allowed us to combine samples to answer secondary research questions (such as the impact of teacher burnout on student outcomes). Both studies also targeted the same groups, special education teachers who were responsible for the Individual Education Programs (IEP) of students with autism aged 3–8 in public schools. About half of the teachers were the primary classroom teacher of the child and the other half were the child’s resource teacher or general education support teacher. All were the primary person responsible for the implementation of the IEP. Sampling and methods were similar across the studies. Teachers were asked to participate at the start of the school year (Time 1). Those who agreed were then asked to provide the initials of the students with ASD they taught to maintain confidentiality. We selected at random one student and then asked the teacher to forward information about the study to the parents and caregivers of the selected student. After parents agreed to participate and a comprehensive baseline evaluation was completed for each teacher–child dyad, the dyads were randomized to the control or experimental conditions. To determine the impact of COMPASS on child educational goal attainment at the end of the school year, a Time 2 evaluation was completed using the same measures applied at the start of the school year. To ensure objective and independent assessment, an independent evaluator blind to participant assignment was used to judge child progress on IEP goals.

With one exception, which is described below in the discussion of the individual studies, the COMPASS intervention was implemented identically in both studies. For both studies, teachers in the experimental conditions received the initial COMPASS consultation and four follow-up coaching sessions. The initial consultation included the teacher and parent and lasted approximately 2.5–3 h. Each coaching session lasted between 60 and 90 min and occurred about every 4–6 weeks and in total was less than 10 h across the school year. The Fig. 4.1 describes the activities of the initial consultation and the activities that occur during each coaching session.

The key outcome measure for both studies was Goal Attainment Score (GAS) change from baseline to end of the study. We chose GAS as our primary outcome measure for several reasons as discussed in the prior chapter. Specifically, it allowed us to assess intervention outcomes for group design research when children started at different baseline level of skill, had different goals, and had different intervention plans. This idiographic method has been applied in numerous studies and is described in detail in Chap. 3.