Ziggurat Model: A Functional Approach to Autism Planning Overview of the Ziggurat Model and the...
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Ziggurat Model: A Functional Approach to Autism Planning Overview of the Ziggurat Model and the Comprehensive Autism Planning System (CAPS) Educators Summer
Ziggurat Model: A Functional Approach to Autism Planning
Overview of the Ziggurat Model and the Comprehensive Autism
Planning System (CAPS) Educators Summer Symposium - 2009 Breakout
session presented by Brittany Schmidt Center for Disabilities, ASD
Program
Slide 2
What IS a Ziggurat?
Slide 3
zig gu rat noun (among the ancient Babylonians and Assyrians) a
temple of Sumerian origin in the form of a pyramidal tower,
consisting of a number of stories and having about the outside a
broad ascent winding round the structure, presenting the appearance
of a series of terraces.
Slide 4
Do I have to learn one more intervention?? No! The ZM (Ziggurat
Model) is a format for taking the information you know about
characteristics, organizing your observations then taking
intervention ideas and organizing the above into a comprehensive
plan that has, at the core, the characteristics of the
individual.
Slide 5
Introduction Doctors Barry Grossman and Ruth Aspy
www.texasautism.com The Ziggurat Model (ZM) is a unique process and
framework for designing a comprehensive intervention plan. An
essential strength and underlying feature of the Ziggurat is that
it is designed to address true needs or underlying deficits of
students with autism spectrum disorders (ASD). 2008 Ruth Aspy,
Ph.D., & Barry G. Grossman, Ph.D.
Slide 6
Components of the Ziggurat Model Five levels in a hierarchical
structure Sensory Differences and Biological Needs Reinforcement
Structure and Visual/Tactile Supports Task Demands Skills to Teach
Three Assessment Tools The Underlying Characteristics Checklist
(UCC) (this one will be covered today) Individual Strengths and
Skills Inventory (ISSI) ABC-Iceberg (ABC-I) The Ziggurat Worksheet
(so will this one) 2008 Ruth Aspy, Ph.D., & Barry G. Grossman,
Ph.D.
Slide 7
Strengths of the Ziggurat Model Outlines evidence-based
practices Incorporates a functional behavioral assessment
Emphasizes a proactive, positive approach Incorporates ongoing
assessment Promotes collaboration and communication among parents
and professionals 2008 Ruth Aspy, Ph.D., & Barry G. Grossman,
Ph.D.
Slide 8
Intervention Ziggurat (IZ) IZ facilitates the development of
targeted, comprehensive positive interventions Incorporates five
critical levels: 1.Sensory Differences and Biological Needs 2.
Reinforcement 3.Structure and Visual/Tactile Supports 4.Task
Demands 5. Skills to Teach 2008 Ruth Aspy, Ph.D., & Barry G.
Grossman, Ph.D.
Slide 9
Intervention Ziggurat SEE HANDOUT
Slide 10
Sensory Differences and Biologic Needs Sensory differences are
not currently included as core symptoms of ASD. Impact of sensory
differences to the individual pose some of the greatest challenges.
Motor differences (muscle tone, oral-motor, repetitive movements,
motor planning) Biologic Needs (hunger, pain, illness, sleep) Field
of OT - Sensory Systems & Sensory Integration: (proprioceptive,
vestibular, tactile/touch, visual/sight, auditory/sound,
gustatory/taste)
Slide 11
Sensory/Biologic - continued Modifying the environment to
ensure physical health and comfort and optimal sensory arousal
level may be critical to the success of an intervention
program.
Slide 12
Reinforcement Defined as a situation or event that follows a
particular behavior, resulting in an increased likelihood that a
behavior will recur in the future (Bregman & Gerdtz, 1997, p.
611) Provided that a consequence is desirable, the behavior will be
displayed more in the future Essential to process of acquiring new
skills 2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D.
Slide 13
Structure and Visual/Tactile Supports Based on core
characteristics of HFA/AS Intense drive to find order and make
sense of their world Tend to conceptualize ideas and experiences in
a visual way Visual information may be used to address a variety of
needs For instance, visual supports shown to improve communication
skills (Thieman & Goldstein, 2004) 2008 Ruth Aspy, Ph.D., &
Barry G. Grossman, Ph.D.
Slide 14
Task Demands (or; removing obstacles) Is it appropriate to
expect John to be able to sit in a classroom for 45 minutes? What
are the social demands for Maria at work? Can Marty copy
information from the board? Does Miguel have the skills to handle a
field trip to the art museum? 2008 Ruth Aspy, Ph.D., & Barry G.
Grossman, Ph.D.
Slide 15
Skills to Teach Autism spectrum disorders are lifelong
conditions that require intervention throughout the lifespan. Only
when the sensory system is calm, reinforcement is available, the
environment is made predictable through structure and
visual/tactile supports, and task demands are carefully designed
can skills be effectively taught and demonstrated. 2008 Ruth Aspy,
Ph.D., & Barry G. Grossman, Ph.D.
Slide 16
Interdisciplinary Approach Implementation may require the
expertise or participation of several people One of the benefits of
using Ziggurat Model Provides a big picture and brings service
providers together so all working towards a common goal Helps all
players see how they are contributing to overall process 2008 Ruth
Aspy, Ph.D., & Barry G. Grossman, Ph.D.
Slide 17
Moving From Assessment to Intervention Design 2008 Ruth Aspy,
Ph.D., & Barry G. Grossman, Ph.D. Assessment Tools Underlying
Characteristics Checklist (UCC) Individual Strengths and Skills
Inventory (ISSI) ABC-Iceberg (ABC-I) Comprehensive Intervention
Planning Ziggurat Worksheet (ZW) Incorporates the five levels of
the Intervention Ziggurat Addresses underlying needs identified
with the UCC Includes three points of intervention (A-B-C)
Implementation Implement intervention Evaluate outcomes
Slide 18
Why Use the Ziggurat Model The five tiers of the Intervention
Ziggurat and the three points of intervention (A-B-C) are based on
an understanding of the characteristics and needs of individuals
with HFA/AS. Use of ZM (UCC, ISSI, ABC-I, and ZW) facilitates the
identification of needs and provision of comprehensive treatment
through an interdisciplinary approach. 2008 Ruth Aspy, Ph.D., &
Barry G. Grossman, Ph.D.
Slide 19
Why Use the Ziggurat Model The Ziggurat Model is not a set of
intervention techniques. It is a framework for decision making. The
model does not describe how to intervene. It describes how to
design an intervention using a set of evidence-based strategies.
2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D.
Slide 20
Strengths of the Ziggurat Model Provides a process and
framework for designing an intervention Addresses characteristics
of ASD Emphasizes and enhances evidence-based strategies
Facilitates comprehensive intervention design 2008 Ruth Aspy,
Ph.D., & Barry G. Grossman, Ph.D.
Slide 21
Strengths of the Ziggurat Model Incorporates assessment
Emphasizes a positive approach Facilitates the design of proactive
interventions Facilitates interdisciplinary interventions Prevents
a band-aid approach to intervention Prevents punitive approaches
2008 Ruth Aspy, Ph.D., & Barry G. Grossman, Ph.D.
Slide 22
UCC CL and HF Informal assessment tool designed by Aspy and
Grossman designed to identify characteristics across a number of
domains. It is not designed for diagnosis. The results are used to
develop a comprehensive intervention incorporating each of the five
levels of the Ziggurat.
Slide 23
UCC Completed by parents and staff. Completion of the UCC is an
intervention in itself! Increased awareness of the characteristics
and the impact on the individual leads to decreased frustration on
the part of the team.
Slide 24
UCC-CL or HF CL = Classic HF = High Functioning
Slide 25
General Intervention Plan UCC/ISSI Intervention Ziggurat
(Ziggurat Worksheet)
Slide 26
Specific Behavioral Concerns UCC/ISSI ABC-I Intervention
Ziggurat (Ziggurat Worksheet)
Slide 27
Using the UCC Video Which UCC will you use? CL or HF? Continue
the video
Slide 28
Designing a General or Global Program Users first prioritize
concerns from several areas identified on the UCC using the guiding
questions on the Global Intervention Plan Instructions Using guided
questions on the Global Intervention Plan Instructions, specific
items are then selected from the prioritized UCC areas 2008 Ruth
Aspy, Ph.D., & Barry G. Grossman, Ph.D.
Slide 29
General Intervention Plan UCC/ISSI Intervention Ziggurat
(Ziggurat Worksheet)
Slide 30
Global Intervention Plan Establishing Priorities From the list
of UCC concerns select items to address for intervention. These
items are transferred to the Ziggurat Worksheet.
Slide 31
Establishing Priorities Which UCCs have the greatest impact?
Difficulty understanding non-verbal communication may be more
fundamental and important than understanding jokes. Which UCCs
address more pivotal underlying needs? Think about the ultimate
goal of intervention. Short and long-term goals be developed.
Slide 32
Intervention Design Helper A simple worksheet you can choose to
use if the Global Intervention Plan isnt needed or desired.
Slide 33
General Intervention Plan UCC/ISSI Intervention Ziggurat
(Ziggurat Worksheet)
Slide 34
Intervention Ziggurat/Ziggurat Worksheet Facilitates the
development of targeted, comprehensive positive interventions.
Incorporates the five critical levels, structured in a hierarchy.
The first three levels depict internal and environmental factors.
Sensory/Biologic Reinforcement Structure and Visual Tactile
Supports
Slide 35
IZ BASE/1 st Level: Sensory Differences and Biologic Needs
Addresses basic internal factors that impact all functioning. 2 nd
Level: Reinforcement Addresses motivational needs prerequisite to
skill development. 3 rd Level: Structure and Visual/Tactile
Supports Draws on the strength of visual processing and addresses
the need for order and routine that is fundamental to individuals
with ASD.
Slide 36
Top Two Levels The top two levels of the IZ focus on
understanding expectations in light of the characteristics of
individuals with an ASD and targeting appropriate skills to
develop. Task Demands and Skills to Teach
Slide 37
Specific Behavioral Concerns UCC/ISSI ABC-I Intervention
Ziggurat (Ziggurat Worksheet)
Slide 38
The ABC-Iceberg (The ABC-I) A behavioral assessment approach
using the Ziggurat Model Incorporates the relationship between the
characteristics of autism spectrum disorders and behavior Aspy and
Grossman (2008)
Slide 39
Iceberg Analogy Way of describing critical aspects of objects
or circumstances that are not apparent without careful observation.
TEACCH applied this analogy to aid in the understanding of
behaviors observed in individuals with an ASD. Interventions based
on the iceberg concept are designed to address underlying deficits
or characteristics associated with autism.
Slide 40
ABC-I Model Applied to Social Isolation Aspy and Grossman
(2008)
Slide 41
ABC-I Model Applied to Meltdowns Aspy and Grossman (2008)
Slide 42
CAPS Shawn Henry and Brenda Smith Myles The Comprehensive
Autism Planning System (CAPS) is designed to provide an overview of
a students daily schedule by time and activity as well as the
supports that he/she needs during each period. Following the
development of the students IEP, all educational professionals who
work with the student develop the CAPS.
Slide 43
continued Thus, the CAPS allows professionals and parents to
answer the all-important question for students with an ASD: What
supports does the student need for each activity? The CAPS is a
list of a students daily tasks and activities, the times they
occur, along with the all-important delineation of the supports
needed to support student success. In addition, the CAPS includes
space for making notations about data collection and how skills are
to be generalized to others settings.
Slide 44
CAPS The CAPS is founded on the recognition that students with
an ASD have complex needs in multiple areas. It is individualized.
Comprehensive: takes into account all activities of the day to
ensure that supports are integrated throughout. Flexible: can be
used with students from preschool to college at home and
school.
Slide 45
Addressing Current Mandates and Trends Accountability AYP
Targeted skills to teach Data collection across the day IEP goals
as well as state standards Scientifically based instruction
Instruction embedded with the necessary supports to ensure progress
RtI/evidenced based interventions Student performance Continuous
progress monitoring
Slide 46
Components Time, Activity, Targeted Skills to Teach
Structure/Modifications Reinforcement Sensory Strategies
Communication Social Skills Data Collection Generalization
Plan
Slide 47
Ziggurat and the CAPS Begins with the completion of the UCC and
ISSI. Information obtained is incorporated into the CAPS to ensure
that the students needs and interventions are addressed throughout
the day with data collection and a plan for generalization built
in.
Slide 48
Handouts Blank CAPS Completed CAPS CAPS with visual support
examples shown