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Marsha Harper Sherida Gentry Educational Consultants West Ky. Educational Cooperative

Comprehensive Program Planning for Students With ASD Using the Ziggurat/CAPS Model Brenda Smith Myles, PhD www.asperger.net Ruth Aspy, Ph.D. & Barry G. Grossman, Ph.D. www.texasautism.com Adapted by:. Marsha Harper Sherida Gentry Educational Consultants West Ky. Educational Cooperative.

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Marsha Harper Sherida Gentry Educational Consultants West Ky. Educational Cooperative

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  1. Comprehensive Program Planning for Students With ASD Using the Ziggurat/CAPS ModelBrenda Smith Myles, PhDwww.asperger.netRuth Aspy, Ph.D. & Barry G. Grossman, Ph.D.www.texasautism.comAdapted by: Marsha Harper Sherida Gentry Educational Consultants West Ky. Educational Cooperative

  2. Terrible American Idol Auditions Nick Zitzmann

  3. Recent Developments in ASD • 22% of people with ASD have IQ in the superior range • 12% are full time employees • 1% are employed in the area they were trained • Ages 22 and up 73% live with parent(s) • 90% have difficulty holding jobs • 95% have difficulty developing and maintaining relationships • Most did not have early intervention • Asperger disorder have a higher level of depression and possible suicide

  4. Why do we Need Comprehensive Planning? • Almost never is there a single answer that fixes a problem for students with ASD • One strategy will not work in all situations for all students

  5. Why was the Ziggurat Model Developed? • Difficulty “Seeing the Autism” • Tendency to apply one strategy to address all needs • Tendency to ignore critical areas when designing an intervention • Not a band-aid intervention

  6. Tip of the Iceberg is generally all you see…….. But what is underneath is often more important

  7. Ziggurat is a framework for designing comprehensive interventions for individuals with autism spectrum disorders

  8. Provide sensory diet/plan Monitor and address environmental stressors: Sound, light, proximity, personal space, textures Movement Needs Monitor and address: Appetite/hunger Arousal/activity level (e.g. fatigue, over stimulation, etc.) Posture and movement Medical Needs Sensory Differences and Biological Needs

  9. Sensory Issues • Smell • Taste • Touch • Visual input • Auditory • Vestibular (balance) • Proprioception (body awareness)

  10. Emotional Reactivity • Displays emotional outbursts when unsuccessful • Is stubborn or uncooperative • Often gets “stuck” in a situation • Is overly sensitive • Reacts overtly when sensory systems needs are not met

  11. Sensory Diet Is……. • A planned and scheduled activity program designed to meet the child’s specific sensory needs (Yack et al., 1998) • Incorporate naturally occurring opportunities for children to get the sensory stimulation they need (Willbarger, 1995) • Interventions need to occur in ALL of the individual’s environments NOTE: Assessments must be completed and interventions must be supervised by a trained occupational therapist. However, classroom teachers can be trained to implement the PLAN on a daily basis.

  12. Medical Interventions • Work with medical professional as applicable • Be patient-investigate options (Encourage parents to be proactive and talk to their Doctor) • Involve in planning/tracking medicine administration as developmentally appropriate • Types of medications used: Antidepressants, Antipsychotic, and Stimulants NOTE: ALL MEDICATIONS HAVE POTENTIAL SERIOUS SIDE EFFECTS –NEED TO BE CLOSELY MONITORED

  13. Sensory Interventions • Coping and Relaxation Cards • Development of relaxation routine • Provision of “Cool down” area • Implementation of Break Cards System • Brushing and Joint compression protocol (Wilbarger) • Provision of sensory items during targeted times to increase focus or attention • Provide balance of activities for calming and alerting-Needs to be used therapeutically to target specific needs throughout the day

  14. Reinforcement Reminders • Involve students in the process of selecting rein forcers • Start with high rates of reinforcement for new or difficult skills • Use variable rates of reinforcement for maintenance • Reinforce practice • Reinforce prompted behavior • Reserve some rein forcers to maintain their effectiveness

  15. SCHOOL Review baseball statistics in magazines or books Research baseball on the internet Time to browse baseball books in the library HOME Time to browse the web Trip to local baseball card stores Video games Examples of Possible Reinforcements

  16. Structure and Visual/Tactile Supports

  17. Common Misperceptions • If an individual can read then he/she does not need pictures or symbols • He’s in high school, he doesn’t not need an individualized schedule • I can stop using a visual schedule when my student learns the routine • If an individual has not looked at his/her schedule in three weeks he/she does not need it anymore

  18. Visual Schedules • Highly structured environments-provide an opportunity for those with ASD to succeed. • Research shows visual schedules are effective across age ranges, and settings • Increased predictability and understanding result in: • Decreased problem behavior (i.e. off task, disruptive, non-compliant, aggressive, tantrums and property destruction) • Increased independence

  19. Examples of Visual Supports • Individualized visual schedules at the appropriate level • Video self modeling, prompting • Cartooning • Pictorial social stories • First___then______ visual • Pictorial task analysis • Pictorial directions

  20. Tasks Demand Level of Demand Easy Challenging/Emerging Too Demanding Independent skills with or without modification and structural supports Possible with Assistance ZONE OF PROXIMAL DEVELOPMENT

  21. Tasks Demands and Skills to Teach

  22. Tasks Demands-3 Questions • Are you asking for performance of a skill that is too hard? • Are you asking for performance of a skill that has not been taught? • Are you asking for a task to be accomplished without the necessary supports?

  23. Provide written instructions Allow us of laptop or other device to take notes Give extra time for written work Provide organizational skills support Use coping cards Create Circle of friends or peer buddy/mentor Provide high interest activities to encourage social interaction Highlighted text Provide “safe place or cool down” Allow for breaks Prepare for change Minimize transitions Examples of Task Demand Interventions

  24. Skills To Teach-Resources To Teach the Seemingly Obvious • The Hidden Curriculum • Mind Reading: The Interactive Guide to Emotions • Teaching Children with Autism To Mind-Read • Prescription For Success • Out and About • The Transporters

  25. Examples of Skills To Teach Interventions • Teach student to identify body cues that indication stress or anxiety and associated relaxation technique including calming sensory strategies • Teach student to use certain visual supports • Provide direct, explicit social skills training to address social skills deficits (can be done during speech language time) • Teach student the right time to talk and other social prioritized social skills

  26. Why Comprehensive Planning With The Ziggurat and CAPS Models? • Fewer behavior problems • More Instructional time • Increased compliance with law • Increased engagement time • Faster IEP development • Better IEPS • More positive/collaborative relationship with parents • Improved collaboration among staff

  27. Who is Involved in Comprehensive Planning • Parents • Student • General ed. teacher • Sp. Ed. teacher • Paraprofessional • Speech Language Pathologist • Occupational Therapist • School Psychologist • Administrator • Other as Needed

  28. Keys to Comprehensive Intervention Planning • CHARACTERISTICS: Look at characteristics of ASD that student exhibits • DESIGN: A quality plan is designed to target the Autism comprehensively • IMPLEMENT: A quality plan is implemented with fidelity (IT REQUIRES FOLLOW THROUGH!!!!!!!)

  29. 4 Steps to Designing a Comprehensive Intervention Plan CAPS • 1 2 • Characteristics 3 Design 4 Implement

  30. Step 1: Complete UCC-Underlying Characteristic Checklist • Helps you to see the autism • Provides a snapshot of how autism is expressed for an individual • A descriptive instrument • Can be completed by a team (recommended) • Provides a tool for assessing progress/change • Two Forms UCC-CL (Classic typical autism), UCC-HF (High Functioning, Asperger’s) NOTE: This is not a diagnostic instrument used for intervention planning and implementation

  31. Characteristics Social Communication Repetitive patterns Associated Features Sensory Motor Cognitive Emotional Vulnerability Medical and Biological Factors Interventions Step 1: The UCC

  32. Step 1 (Forms must be purchased)

  33. Let’s Meet Michael

  34. Complete the UCC-HF for Michael using the information you have learned…..

  35. Step 2: Complete ISSI-Individual Strengths and Skills Inventory • Social • Behavior, interests and activities • Communication • Sensory • Cognitive • Motor • Emotional NOTE: ISSI is a great resource to use for development of Present Level of Performance

  36. Step 2(Form can be copied from Ziggurat Manual) Complete the ISSI for Michael using the information you have learned…..

  37. Questions To Consider When Prioritizing Areas From the UCC • What are the student’s short term and long term goals? (Choose from overall UCC categories- Social, Restricted Patterns of Behavior, Communication, Sensory, Cognitive, Motor, and Emotional Vulnerability) • In what settings does the individual need to function? • Which UCC areas have the greatest impact on the ability to function in multiple settings? • Which UCC areas would have the greatest impact on increasing independent functioning? • Which UCC areas would have the greatest impact on his/her sense of well-being?

  38. Michael’s Short Term/Long Term Goals Short Term- 1. Increase appropriate social communication 2. Improve perspective taking of other’s thoughts and feelings (mind blindness) 3. Improve sensory processing (auditory and tactile) Long Term- 1. Participate in appropriate reciprocal verbal exchange maintaining topic when applicable (e.g. greetings, ask a question, answer a question, make a request, initiate, maintain and terminate conversation appropriately). 2. Recognize the feelings and perspectives of others and how his behavior effects others. 3. Develop self-regulatory behaviors

  39. After completing questions to consider when prioritizing the UCC areas, what are Michael’s priority areas of concern?

  40. What are Michael’s Prioritized UCC areas?

  41. Michael’s - Prioritized UCC Areas Social Communication Sensory Cognitive

  42. Which items have the greatest impact on the prioritized UCC areas of concern? Which UCC items address more pivotal underlying needs? Questions To Consider When Prioritizing Items From the UCC

  43. What are Michael’s Prioritized UCC Items?

  44. Michael’s Prioritized Items From His UCC #1 Mind blindness #9 Difficulty understanding non-verbal communication #25 Difficulty with rules of conversation #28 Difficulty starting, joining, ending conversations #39 Difficulty talking about others interests #42 Responds in an unusual manner to sounds, pain, and touch #53 Poor organizational skills #89 Difficulty organizing stress and anxiety

  45. Tying it all together!

  46. Marrying the Underlying Characteristics and Strengths to Interventions UCC ISSI

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