The Ziggurat Modelidahotc.com/Portals/0/webinar documents/Autism Spectrum... · 2012. 3. 12. · 2 Ziggurat n: (zig·gu·rat) from Assyrian ziqquratu, height, pinnacle 1. a temple

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The Ziggurat Model Designing Comprehensive Behavior Interventions for

Students with ASD

Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. The Ziggurat Group, PA

www.texasautism.com

Ziggurat Webinar – Day 3

Overview of Presentation

 Review   Levels of the Intervention Ziggurat Pt. 2

  Task Demands  Skills to Teach

 Case study  Q&A

The Ziggurat Model

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Ziggurat n: (zig·gu·rat) from Assyrian ziqquratu, height, pinnacle

1.  a temple having the form of a terraced pyramid of successively receding stories, erected by the ancient Assyrians and Babylonians

2.   a framework for designing comprehensive interventions for individuals with autism spectrum disorders

Three Areas of Expertise for Effective Intervention Planning  Characteristics of ASD  Range of effective interventions  Comprehensive planning process

© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.

Intervention Ziggurat

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  Social   Communication   Repetitive Patterns

Associated Features   Sensory   Motor   Cognitive   Emotional Vulnerability   Medical and Biological

Factors

Characteristics Interventions

3 Keys to Comprehensive

Intervention Planning

Characteristics

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Characteristics

A quality plan addresses the Autism – not just behavior

You must KNOW what the ASD looks like in an individual to design a plan

Design

Characteristics

Characteristics

A quality plan is DESIGNED to target the Autism

comprehensively

Avoid “band-aid” plans that only partially address needs

Design

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Implementation

Characteristics Design

Characteristics

A quality plan is IMPLEMENTED

No matter how well an intervention is planned, it is

useless if it is not well-implemented

Design Implement

Implmt. Design Characteristics 1 2 3 4

5 Steps to Designing a Comprehensive Intervention Plan

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UCC ISSI Global Guide

Ziggurat Worksheet CAPS

Provides a snapshot of ASD Iden4fies strengths and skills Iden4fies meaningful priori4es

Ensures development of a comprehensive plan Ensures implementa4on of the comprehensive plan

Present Levels of

Func4onal Performance

IEP Team Considera4ons: Parent Concerns, Transi4on,

and Person-‐Centered Planning

Evalua4on Data

Special Educa4on Supports, Related Services/Accommoda4ons and Behavior Interven4on Plan

Opera4onalized IEP: Student Schedule with Embedded Benchmarks/Short-‐term Objec4ves

and Supports

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 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  Provides a tool for

assessing progress/change

Underlying Characteristics Checklist

The UCC Areas

 Social  Restricted Patterns of Behavior,

Interests, and Activities  Communication  Sensory Differences  Cognitive Differences  Motor Differences  Emotional Vulnerability  Known Medical or other Biological

Factors

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UCC-HF for HFA and AS 1

UCC-CL for Autistic Disorder 1

UCC EI for B-5 1

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 Social  Behavior, Interests,

and Activities  Communication  Sensory  Cognitive  Motor  Emotional  Biological

Individual Strengths and Skills Inventory

UCC to IEP

UCC to IEP

UCC Item IEP Objective

Has difficulty recognizing the thoughts and feelings of others

Identify feelings of others in context by correctly predicting the feelings of others in a story or video 8 out of 10 times

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UCC to IEP

UCC Item IEP Objective

Problems with transition and change

Given a reinforcer, utilize individualized daily schedule by checking of each activity as completed 95% of the time

Sensory Differences and Biological Needs

Task Demands

Structure and Visual /Tactile Supports

Reinforcement




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Reinforcement



Structure & Visual/Tactile Supports



Task Demands

“We don’t fix things that aren’t broken, we remove obstacles for kids with infinite potential”

- Eric Blackwell

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Task Demands

- Eric Blackwell

“I’m in the obstacle removal business”

Task Demands

Easy Challenging/Emerging (possible with assistance)

Zone of Proximal Development

Leve

l of D

eman

d

Too demanding (independent skills- with or without modification and structural supports)


Task Demands

Demands Ability

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Too Demanding

Demands

Ability Su

ppor

ts

Task Demands

Skills

Skills to Teach

Task Demands and Skills to Teach

Demands Ability

Skills to Teach

“The teacher who does not understand that it is necessary to teach autistic children seemingly obvious things will feel impatient and irritated”

-Hans Asperger

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The Seemingly Obvious

 What is it about the situation that comes naturally to everyone else but is missing for this person? Why is it that others do not show the same behavior?

 What is it that has not occurred to me to teach?

That is the seemingly obvious. That is the thing to teach.

The Hidden Curriculum

Locker room rules   If there are people taking

showers or changing their clothes, do not stare at them or make comments about their bodies

  It is not appropriate to touch others in the restroom or shower

  Change into your P.E. clothes in the locker room, not the hallway.

Myles, Trautman, Schelvan, 2004, p.55

IEP Development Requirements 614(d)(3)(A)

 Requires the IEP Team consider:

 Strengths of the child  Concerns of the parents  Evaluation results  Academic, developmental, and

functional needs of the child

[emphasis added]

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The Purpose of Special Education (IDEA)

To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique need and prepare them for further education, employment, and independent living

§300.1 (emphasis added)

IDEA – Findings Sec 601 Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by—   ‘‘(A) having high expectations for such children and

ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to—   ‘‘(i) meet developmental goals and, to the

maximum extent possible, the challenging expectations that have been established for all children; and

  ‘‘(ii) be prepared to lead productive and independent adult lives, to the maximum extent possible;

Daily Living Skills

 Wake up on own  Brush teeth  Comb hair  Take medicine  Dress appropriately for weather  Keep track of belongings

Asperger Syndrome: An Owner’s Manual by Ellen S. Heller Korin

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Communication Skills

 Use appropriate greetings  Communicate needs, ask questions  Start/sustain/terminate conversations  Match affect to situation/topic

Asperger Syndrome: An Owner’s Manual by Ellen S. Heller Korin

Mind Reading

Emotion Regulation

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Social Skills

Life Skills

3Designing a Global Intervention Plan

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Designing a Global Intervention

UCC

Selected UCC Areas

Selected UCC Areas

Selected UCC Items

Bryan-Select UCC Areas Vision

  What is the short and long-term vision for the individual?

Long-term   Have friends   Attend college   Increased independence   Improved coping skills

Short-term   Play with peers at recess   Accurately identify feelings of self and

others   Participate in group work

Select UCC Areas

UCC

Selected UCC Areas

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UCC Areas

 Social  Restricted

Patterns  Communication  Sensory

Differences  Cognitive

Differences

 Motor Differences  Emotional

Vulnerability  Known Medical/

Biological Factors

Bryan- Select UCC Areas Vision

Vision

 Which UCC areas would have the greatest impact on achieving this vision?

 Social  Communication  Emotional Vulnerability

 Remember to stay on target

Bryan- Select UCC Areas Settings

  In what settings does the individual participate?

 School (e.g., classroom, PE, lunchroom, hallways)

 Home  Community (e.g. church,

grocery store, mall)

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Bryan- Select UCC Areas Settings

Settings  Which UCC areas have the

greatest impact on the individual’s ability to function in multiple settings?

 Social  Communication  Emotional Vulnerability


Bryan- Select UCC Areas Quality of Life

 What is most important to the individual? What provides a sense of well-being?   Make friends   Feel safe   Preferred activities (animals,

art projects, etc.).

Bryan- Select UCC Areas Quality of Life

Quality of Life  Which UCC areas have the

greatest impact on the individual’s quality of life?

 Social  Restricted Patterns  Emotional Vulnerability


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Bryan- Select UCC Areas Key UCC Areas

Based on your answers to the questions, place a mark next to the key UCC areas.

  Social   Restricted Patterns   Communication   Emotional Vulnerability

Select UCC Items

Selected UCC Areas

Selected UCC Items

Select Key UCC Items from UCC Areas

 Select key UCC items for each of the Selected UCC areas.

 Choose items that are essential (necessary for progress) and developmentally appropriate.

 Emphasize items that are more pivotal (building blocks for additional skills). Avoid selecting redundant items.

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Bryan- Selected UCC Items

  [1] Mindblindness   [5] Has difficulty making

or keeping friends   [14] Has eccentric or

intense preoccupations   [18] Has problems

handling transition and change

  [19]Has strong need for closure or difficulty stopping a task before it is completed

  [29] Has difficulty asking for help

  [39] Has difficulty talking about others’ interests

  [76] Is easily stressed-worries obsessively

  [87] Has difficulty identifying, quantifying, expressing, and/or controlling emotions


Task Demands

Structure and Visual /Tactile Supports

Reinforcement

Bryan’s Intervention Ziggurat

Cafeteria

 Use of ear plugs or headphones to dampen noise level

 Shortening time in the cafeteria  Use of a calming activity prior to

lunch (seek advice of occupational therapist for activities that would be calming to Bryan)

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Cafeteria

 Prime Bryan prior to lunch to remind him of coping skills for this setting (e.g., access to safe place, ear plugs,)

 Use trained peer buddies during lunchtime

Bryan - Interventions   Do not ask Bryan to independently resolve

conflicts with peers. He does not have the skills and will be overwhelmed by the demands of the task. Assist Bryan to resolve conflicts and teach him the process gradually.

  Teach Bryan the warning signs of teasing or bullying. Use role play, video, and scenarios.

  Use “social autopsies” following any bullying episode. This is a strategy where each part of a situation is analyzed in order to understand what went wrong.

  Reinforce Bryan for removing himself from conflict using strategies outlined for him

Bryan’s Interventions

 Reinforce Bryan for demonstrating new skills. Create reinforcer menu.

 Reinforce both practiced and prompted skills.

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Strengths of the Ziggurat and CAPS Models

1. Provides a process and framework for designing an intervention plan

“Make everything as simple as possible but not simpler”

- Albert Einstein


2. Addresses underlying characteristics of ASD by utilizing strengths and building skills


3. Emphasizes and enhances evidence-based strategies

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4. Facilitates comprehensive intervention design and implementation


5. Facilitates use of proactive interventions

6. Facilitates interdisciplinary interventions

Strengths of the Ziggurat and CAPS Models 7.  Consistent with Positive

Behavioral Interventions and Supports (PBIS) and other guidelines

 State standards  Response to

Intervention   Individualized   Evidenced based

strategies   Functional assessment

 Comprehensive  Skill development   Improves

environment   Team building   Facilitates

transitions

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Contact Information

Ruth Aspy, Ph.D. [email protected] 214-227-7741

Barry G. Grossman, Ph.D. [email protected] 214-227-7741

www.texasautism.com

The Ziggurat Modelidahotc.com/Portals/0/webinar documents/Autism Spectrum... · 2012. 3. 12. · 2 Ziggurat n: (zig·gu·rat) from Assyrian ziqquratu, height, pinnacle 1. a temple

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