The COMPASS Assessment Approach

The COMPASS Approach for Neurodiversity focuses on understanding and supporting individuals with neurodivergent conditions through a lens of compassion and empathy. In contrast to using an “one treatment for all” mentality, COMPASS strives to build unique programs drawing upon the wealth of possible Evidenced Based Program strategies based on the learning profile of the client and individual talents. Ultimately, the goal is to create more inclusive and understanding environments for neurodivergent individuals, helping them thrive in various settings, from home to school to the workplace. At the heart of a COMPASS program, is the application of three assessment tools and a process built on decades of research. Rather than focusing on what a student can’t do, greater emphasis is placed on what students CAN do with a special focus on their strengths.

The Ecological Learning Assessment (ELA) process (Heron & Heward, 1982) is used to more fully understand the student’s unique learning style by pinpointing individual and environmental factors that impact success. A specific ELA Protocol is used based on years of clinical research started while directing clinics and programs at The Kennedy Krieger Institute at Johns Hopkins University School of Medicine (Burke, 1991; and Burke, 2003). For over 20 years, this assessment has been used with 100’s of children, youth and adults with a wide array of Neurodiverse Learning Styles and diagnoses to pinpoint strengths, unique talents, and to help define pivotal skills. While a Functional Behavior Assessment (FBA) focuses on identifying the purpose or function of a student’s challenging behavior, an Ecological Learning Assessment (ELA) focuses on the interaction between a student and their physical and social environment to understand how these factors might be influencing learning and behavior.

The Motivation Assessment Questionnaire (Burke, 2018) is used to identify preferred activities, items, or topics and then to integrate them within the sessions. COMPASS strives to increase the “Fun Factor” by incorporating strategies for targeting motivation. Emphasis is on antecedent based modifications that have shown to increase motivation, attention to task, and acquisition rate. In contrast to the traditional approach of “first work then break”, COMPASS strives to increase an individual’s true desire to participate in the activity.

The PATH- Planning Alternative Tomorrows Through Hope (Pearpoint, Forest,1993) is  used to develop a long-term road map, (Kincade & Fox, 2002). PATH is a team-based planning process that facilitates parents and professionals to work together. A plan is developed to bridge the immediate needs with the long-term dream shared by the individual and family. Great emphasis is placed on the importance of identifying all of the person’s unique talents and building upon these strengths to advance immediate success and to reach their long range “north star” goals.