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Introduction

• Authors: Brenda Smith Myles, Barry G. Grossman, Ruth Aspy, Shawn A. Henry

• Article discusses two compatible models for planning programs for young children with Autism Spectrum Disorders (ASD).

• Ziggurat Model: Assess individual strengths/concerns related to ASD, identifies interventions across five tiers:

  • Sensory and biological

  • Reinforcement

  • Structure and visual/tactile supports

  • Task demands

  • Skills to teach

• Integration with Comprehensive Autism Planning System (CAPS) to align daily activities with student goals and standards.

• Emphasizes the importance of early intervention for better long-term outcomes.

Importance of Comprehensive Intervention Planning

• Comprehensive interventions: Multiple strategies applied throughout the day.

• Begin with an understanding of the individual needs related to ASD characteristics.

• Daily Schedule: Needs to embed supports, develop skills and measure progress.

• Research supports various effective approaches for skill increases in children with ASD:

  • Lovaas (1987): Applied behavior analysis.

  • Early Start Denver Model (Dawson et al., 2009).

  • Project Data (Boulware et al., 2006).

• Commonalities shared by these models:

  • Comprehensive planning, use of materials, systematic implementation, progress monitoring.

  • Challenges exist in identifying and tracking materials and supports for specific activities.

Overview of the Ziggurat Model

• A structured planning system addressing ASD characteristics, focusing on:

  • Hierarchical approach of five levels.

  • Individual strengths are utilized to address specific needs related to emotional and behavioral concerns.

• Emphasizes that planning should start with a thorough assessment of ASD characteristics.

The Underlying Characteristics Checklist (UCC)

• UCC: Identifies ASD characteristics for intervention program planning.

• Three versions:

  • High functioning individuals (UCC-HF),

  • Classic presentation (UCC-CL),

  • Young children (UCC-Early Intervention [EI]).

• Consists of eight areas relevant to ASD, including:

  • Social, restricted behavior patterns, communication, sensory differences, cognitive differences, motor differences, emotional vulnerability, medical/biological factors.

Development of the Comprehensive Intervention Plan

• Based on UCC results, interventions are developed targeting ASD characteristics.

• Individual Strengths and Skills Inventory (ISSI): Accompanies the UCC, ensuring strengths are included in the intervention design.

  • Recognizes various strengths such as imitation or knowledge of specific interests.

Global Intervention Plan

• Addresses quality of life and both long- and short-term goals for individuals with ASD:

  • Prioritizes UCC items matched with interventions from the Ziggurat Model.

Five Levels of the Intervention Ziggurat (IZ)

1. Sensory Differences and Biological Needs

   • Basic internal factors impacting functioning; includes addressing unmet sensory needs related to behavior challenges.

2. Reinforcement

   • Essential for developing desired behaviors and skills; utilizes personal interests for effective reinforcement.

3. Structure and Visual/Tactile Supports

   • Aids predictability with supports (pictures, schedules) catering to core ASD characteristics.

4. Task Demands

   • Removing obstacles for success; includes structured peer support for social situations.

5. Skills to Teach

   • Focuses on the ultimate goal of promoting independence and generalization of skills.

Ziggurat Worksheet and CAPS Overview

• Ziggurat Worksheet: Guides through creating an intervention plan accounting for the comprehensive model.

• Ensures interventions address each level of the Ziggurat and involve collaboration between parents and professionals.

Comprehensive Autism Planning System (CAPS)

• Provides an overview of child's daily routines specifying required supports.

• Components include:

  1. Time of activity

  2. Activities requiring support

  3. Targeted Skills

  4. Structure/Modifications

  5. Reinforcement strategies

  6. Sensory strategies

  7. Communication/Social Skills goals

  8. Data Collection

  9. Generalization Plans.

Case Study: Maria

• A three-year-old with ASD showing specific challenges:

  • Language delay, limited initiation of communication, sensory sensitivities.

• Intervention team developed an approach incorporating UCC, ISSI, and CAPS based on detailed observation and assessment of Maria.

Conclusion

• The Ziggurat Model and CAPS facilitate a structured and comprehensive approach to program development for children with ASD, fostering effective interventions and measurement of outcomes.