UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST-CLASSIC Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. NAME: Susie Adams

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1 UCC-CL UNDERLYING CHARACTERISTICS CHECKLIST-CLASSIC Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. NAME: Susie Adams DATE: August 30, 2007 COMPLETED BY: Joan Sanders, Mrs. Adams, Miss Simms, Mrs. Lacen FOLLOW-UP DATE: COMPLETED BY: INSTRUCTIONS FOR COMPLETING INITIAL ASSESSMENT: The UCC may be completed by an individual; however, the perspective of others who know and/or work with the person of focus is beneficial. Working as a team is optimal. Additionally, the team may include the individual who is the focus of the UCC as developmentally appropriate. Each item describes behaviors or characteristics that may be exhibited by individuals with autism spectrum disorders. Please place a check beside ALL items that currently apply to the individual. Use the Notes column to describe the behavior and characteristics in more detail, provide specific examples, or indicate frequency, settings, etc. Projected Follow-up date: Area Item Notes: Follow-Up: SOCIAL 1. Has difficulty recognizing the feelings and thoughts of others (mindblindness) 2. Uses poor eye contact or fails to orient to others Often does not appear to recognize or respond when others cry At times, responses are inappropriate laughs when others cry 3. Shows little interest in or response to praise Acts as if he does not hear you Does not do the activity more after being praised INSTRUCTIONS FOR FOLLOW-UP ASSESSMENT: Review checked and unchecked items. Use the Notes column to add further descriptors or to indicate changes. If an item no longer applies, strike through the check and explain changes in the Follow-Up column. Area Item Notes: Follow-Up: SOCIAL 1. Has difficulty recognizing the feelings and thoughts of others (mindblindness) 2. Uses poor eye contact or fails to orient to others 3. Shows little interest in or response to praise Often does not appear to recognize or respond when others cry At times, responses are inappropriate laughs when others cry Acts as if he does not hear you Does not do the activity more after being praised Able to identify the feelings demonstrated in video scenarios and written stories Says, Thank you and smiles (sometimes with prompting) 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

2 Area Item Notes: Follow-Up: 1. Has difficulty recognizing the feelings and thoughts of others (mindblindness) She gives no indication of recognizing the thoughts and feelings of others, except by putting head down when she senses you are upset with her 2. Uses poor eye contact or fails to orient to others 3. Shows little interest in or response to praise Does not acknowledge peers; makes eye contact when spoken to by familiar adults 4. Does not seek others attention in order to share an experience (e.g., bring an object to show, or point out an item or person) Does not interact with peers 5. Interacts with others as if they were objects (e.g., cause and effect) SOCIAL 6. Has difficulty maintaining personal space, physically intrudes on others Generally keeps to herself; plays in parallel with peers at the sensory table; sometimes smells hair and looks closely at others 7. Has difficulty taking turns in social interactions or activities Does not engage in reciprocal activities unless prompted to 8. Has difficulty imitating the actions or words of others Inconsistent 9. Fails to respond to the eye gaze or pointing of others does not orient to the object or person 10. Has difficulty making or keeping friends 11. Has difficulty joining an activity 12. Is naïve, easily taken advantage of, or bullied Has no friends and does not interact with peers Does not join activities without prompting 13. Has difficulty waiting 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

3 Area Item Notes: Follow-Up: 14. Chooses or prefers solitary activities 15. Has difficulty understanding nonverbal (e.g., tone of voice, facial expressions, body language) Does not respond to nonverbal cues or gestures 16. Appears to be unresponsive to others (e.g., unaware of presence of others; ignores greetings, questions, and requests) Requires prompts to greet others 17. Shows little curiosity or interest in others or the immediate environment - appears to be in own world Gets in the face of others to get attention 18. Other Greeting When someone greets her, she responds with same sound: Ayeee RESTRICTED PATTERNS OF BEHAVIOR, INTERESTS, AND ACTIVITIES 19. Expresses strong need for routine or sameness has difficulty with change 20. Displays rituals/nonfunctional routines (e.g., must perform activities in an unusual and specific way) 21. Uses objects in repetitive, atypical manner (e.g., meticulously lines up objects, purposefully drops objects to see them fall) 22. Seeks repetition of specific sounds, words, phrases, or music Strong drive to flick objects back and forth, play with water, play with fidget objects 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

4 Area Item Notes: Follow-Up: 23. Has distinct preference for objects that move 24. Has eccentric or intense preoccupations absorbed in own unique interests Lotion, strings, cleaning gel 25. Attached to unusual objects 26. Seems to be unmotivated by customary rewards (e.g., stickers, social praise) Responds to social praise 27. Displays repetitive motor movements (e.g., flaps hands, paces, rocks) 28. Has difficulty transitioning from a preferred activity 29. Has strong need for closure or difficulty stopping a task before it is completed 30. Displays difficulty engaging in activities other than intense special interests 31. Other COMMUNICATION 32. Has little or no speech 33. Has difficulty expressing wants and needs 34. Makes frequent mistakes using pronouns (e.g., reverses he and she) 35. Makes sounds or states words or phrases She hums, makes high-pitched ee, s, and ah sounds 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

5 Area Item Notes: Follow-Up: repeatedly 36. Does not respond or shows delayed response when name is called 37. Makes up new words or creates alternate meanings for words or phrases 38. Displays immediate or delayed echolalia (e.g., recites lines from movies, repeats another person s questions or statements, repeats sounds) 39. Asks repetitive questions 40. Talks to self excessively 41. Interprets words or conversations literally has difficulty understanding figurative language 42. Has difficulty with rules of conversation (e.g., interrupts others, asks inappropriate questions, makes poor eye-contact, has difficulty maintaining conversation, staying on topic) 43. Fails to initiate or respond to greetings 44. Communicates needs through behaviors such as crying, aggression, or destruction of property 45. Has difficulty using gestures and facial expressions or makes unusual facial expressions 46. Has difficulty starting, joining, and/or ending a conversation Nonverbal; minimal use of picture and signs 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

6 Area Item Notes: Follow-Up: 47. Has difficulty asking for help Needs prompting 48. Does not respond to comments may speak only when asked a direct question 49. Has difficulty expressing thoughts and feelings 50. Displays absence of smile or vacant smile 51. Has unusual voice or speech qualities (e.g., babbles, hums, grunts; uses sing-song or mechanical speech) vocalizes 52. Has difficulty following instructions Improving 53. Has difficulty understanding language with multiple meanings, humor, sarcasm, or synonyms N/A 54. Displays little pretend or imaginative play or thought 55. Other SENSORY DIFFERENCES 56. Responds in an unusual manner to sounds (e.g., ignores sounds or overreacts to sudden, unexpected noises, highpitched continuous sounds, or complex/multiple noises) 57. Responds in an unusual manner to pain (e.g., overreacts or seems unaware of an illness or injury) Stands holding ears when fire alarm goes off 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

7 Area Item Notes: Follow-Up: 58. Responds in an unusual manner to taste (e.g., resists certain textures, flavors) 59. Responds in an unusual manner to light or color (e.g., focuses on shiny items, shadows, reflections, shows preference or strong dislike for certain colors) Sun in eyes, glare on toys 60. Responds in an unusual manner to temperature 61. Responds in an unusual manner to smells (e.g., may comment on smells that others do not detect) Lotions, candles; also responds to unpleasant smells 62. Seeks activities that provide touch or pressure (e.g., touching others, hugging, feeling surfaces, lifting heavy objects) 63. Seeks activities that provide movement (e.g., swinging, rocking, spinning, pacing) Loves swinging and rocking 64. Avoids activities that provide touch or pressure (e.g., resists wearing certain types of clothing, strongly dislikes being dirty, resists hugs) 65. Avoids activities that provide movement (e.g., running, sports) 66. Preoccupied with sensory exploration of objects (e.g., mouths, licks, chews, sniffs, holds close to eyes, rubs, squeezes, or uses object to make sounds) 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

8 Area Item Notes: Follow-Up: 67. Makes noises such as humming or singing frequently Hums and makes limited sounds: gl, m, and ayee 68. Other 69. Has below average or severely delayed intellectual abilities 70. Has excellent memory for details (e.g., facts, stories, movies, songs) Team questions ability level due to limited skills 71. Demonstrates learned skills erratically/ inconsistently (i.e., may not demonstrate skill upon request) COGNITIVE DIFFERENCES 72. Displays weakness in reading comprehension but has strong word recognition 73. Has difficulty applying learned skills in new settings 74. Demonstrates academic skills deficits 75. Has attention problems 76. Has difficulty organizing self in order to initiate or complete an activity Must be prompted 77. Displays very literal understanding of concepts 78. Recalls information inconsistently (i.e., seems to forget previously learned information) 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

9 Area Item Notes: Follow-Up: 79. Has difficulty understanding the connection between behavior and resulting consequences 80. Other 81. Has difficulty with handwriting 82. Has atypical or weak grasp 83. Has poor motor coordination or is accident prone Writes name with assistance 84. Has difficulty using hands for fine-motor tasks (e.g., fastening, buttoning, zipping, tying shoes, using eating utensils) Tying, some buttons; able to put clothes on independently otherwise MOTOR DIFFERENCES 85. Displays atypical activity level (e.g., over-active/ hyperactive, underactive/hypoactive) 86. Has difficulty moving through environment (e.g., in and out of buildings, using stairs, walking on uneven surfaces) 87. Has athletic skills deficits 88. Displays an awkward gait 89. Displays unusual body postures and movements or facial expressions (e.g., odd postures, stiffness, freezing, facial grimacing) Tip toes Sometimes has awkward expressions 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

10 Area Item Notes: Follow-Up: 90. Has difficulty starting or completing actions (e.g., may rely on physical or verbal prompting by others) 91. Other 92. Is anxious or easily stressed 93. Appears to be depressed or sad 94. Becomes stressed when presented with new task or novel situation (e.g., does not initially attempt new things) EMOTIONAL VULNERABILITY 95. Has unusual fear response lacks appropriate fears or is overly fearful 96. Exhibits rage reactions or meltdowns in response to apparently minor events 97. Injures self (e.g., bangs head, picks skin, bites nails until they bleed, bites self) 98. Displays inconsistent behaviors 99. Has difficulty tolerating mistakes own and others 100. Has low frustration tolerance 101. Has difficulty identifying, quantifying, expressing, and/or controlling emotions (e.g., can only recognize 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

11 Area Item Notes: Follow-Up: and express emotions in extremes or fails to express emotions emotionally flat ) 102. Has a limited understanding of own and others emotional responses 103. Other DIRECTIONS: Summarize medical/biological factors (e.g., seizures, sleep disturbance, fatigue, allergies). Description Notes: Follow-Up: KNOWN MEDICAL OR OTHER BIOLOGICAL Very healthy No med s FACTORS 2007 AAPC All rights reserved, including translation. No part of this form may be photocopied or otherwise reproduced.

12 Individual Strengths and Skills Inventory Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. In designing effective intervention plans, it is important to be aware of individual strengths. Please describe strengths in the following areas: Social Susie shows some enjoyment in playing alongside her peers when guided. She responds with the same sound (ayeee) when her peers greet her. Behavior, Interests, and Activities Enjoys flicking strings and necklaces, and scents like lotion or gels; likes hand fidgets, sensory activities; forms strong attachments to significant others (family, teacher, teacher aide). Communication Can use three signs consistently bathroom, happy, and give me more. Good receptive language Is easily directed, responds quickly to commands from familiar adults. Sensory and Biological Enjoys smelling various scents such as lotions, candles, cleaning gel. Improves engagement with others after sensory interventions like swinging, bouncing, and rolling activities. Cognitive Susie responds appropriately to direct prompting and follows two-step directions. On very familiar tasks, she can finish up to four single-step work assignments. Motor Has good balance and enjoys some climbing and running; can hold crayons and pencils to make marks and copy lines when directed. Emotional Responds to verbal praise. Strong connection to parents and very familiar professionals; shows interest in some girls in her class. From Aspy, R., & Grossman, B.G. (2008). Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome: The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company ( Used with permission.

13 Global Intervention Plan: Guide to Establishing Prioritiess Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Directions: Following completion of the UCC and ISSI, the next step is to identify UCC areas and items that will result in a meaningful Global Intervention Plan. Consideration of priorities and strengths for an individual facilitates selection of UCC areas and items. The following questions are provided as a guide. Vision Begin with the end in mind Stephen R. Covey What is the short and long-term vision of/for the individual? Note that short-term and long-term may be defined differently in order to be meaningful. Long term goals: To have a reliable system of communicating her wants/needs, support her interaction with others at home/school, and increase socialization by increasing turn-taking skills and interactions with peers. Which UCC areas would have the greatest impact on achieving this vision? Communication, Socialization Selecting UCC Areas Settings In what settings does the individual participate? Home, school environments such as classrooms, cafeteria, library, playground Which UCC areas have the greatest impact on the individual s ability to function in multiple settings? Communication, Socialization, Cognitive Differences Quality of Life What is most important to the individual? What provides a sense of well-being? Consider independence, relationships, play/leisure activities, safety, health, etc. Family members, sensory items such as water, tactile items as well as swinging Which UCC areas have the greatest impact on the individual s quality of life? Communication, Socialization Selecting UCC Items Key UCC Areas Based on your answers to the questions above, place a check X next to the key UCC areas. Transfer to the Areas of Concern section of the Ziggurat Worksheet. X X Social Restricted Patterns of Behavior Interests, and Activities Communication Sensory Differences X Cognitive Differences Motor Differences Emotional Vulnerability Known Medical or Other Biological Factors Key UCC Items Select key UCC items for each of the UCC areas listed above. 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. Write key item numbers and descriptions below. These items will be used to develop interventions keeping strengths and skills (identified on the ISSI) in mind. Transfer items to the Selected UCC Item section of the Ziggurat Worksheet. Develop interventions. #2 Uses poor eye contact #33 Has difficulty expressing wants/needs #6 Has difficulty maintaining personal space #69 Has below average/delayed cognitive abilities From Aspy, R., & Grossman, B. G. (2008). The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company; www. asperger.net.

14 #14 Chooses or prefers solitary activities #71 Demonstrates learned skills erratically #16 Appears to be unresponsive to others #73 Has difficulty applying learned skills in #21 Uses objects in repetitive, atypical manner new settings #32 Has little or no speech #75 Has attention problems #76 Hs difficulty organizing self in order to initiate or complete an activity From Aspy, R., & Grossman, B. G. (2008). The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company; www. asperger.net.

15 Susie Global Intervention Plan ZIGGURAT WORKSHEET Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. BEHAVIOR/AREAS OF CONCERN Communication Social Cognitive Differences Sensory/Biological Needs Reinforcement FOR SPECIFIC INTERVENTION PLAN Operationalized Behaviors NOT APPLICABLE ON GLOBAL PLANS Sensory/Biological Intervention: Underlying Characteristics Addressed: #2 Uses poor eye contact or fails to orient to others #6 Has difficulty maintaining personal space #14 Chooses or prefers solitary activities #16 Appears to be unresponsive to others #21 Uses objects in repetitive, atypical manner #32 Has little or no speech #33 Has difficulty expressing wants and needs SELECTED UCC ITEMS Conduct AAC evaluation to access sensory-preferred items Allow Susie to access sensory activities prior to 1:1 instruction Include a preferred student in selected sensory activities Provide OT to assess and monitor sensory activities #6 Has difficulty maintaining personal space #16 Appears to be unresponsive to others #32 Has little or no speech #33 Has difficulty expressing wants and needs #71 Demonstrates learned skills erratically #75 Has attention problems #69 Has below-average or severely delayed cognitive abilities #71 Demonstrates learned skills erratically #73 Has difficulty applying learned skills in new settings #75 Has attention problems #76 Has difficulty organizing self in order to initiate or complete an activity #73 Has difficulty applying learned skills in new settings Reinforcement Intervention: Reinforce Susie with lotion, scented candles, etc., when she demonstrates skills across settings Reinforce Susie with water play when she stays with a group activity Reinforce Susie when she initiates with familiar adults with picture or signs by giving her the requested items Pair tangible reinforcements with social praise Reinforce Susie when she initiates interaction with another student Underlying Characteristics Addressed: #14 Chooses or prefers solitary activities #69 Has below-average or severely delayed cognitive abilities #71 Demonstrates learned skills erratically #73 Has difficulty applying learned skills in new settings #75 Has attention problems CHECK ALL THAT APPLY A B C From Aspy, R., & Grossman, B.G. (2008). Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome: The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company ( Used with permission..

16 Susie Global Intervention Plan Structure & Visual/Tactile Supports Task Demands Skills to Teach Structure & Visual/Tactile Support Intervention: Underlying Characteristics Addressed: Use a turn-taking card to cue Susie when it is and is not her turn Provide a visual schedule for activities cue for changing rooms or activity spaces within the room Prime Susie for new tasks/activities with picture and modeling Prepare a let s play a game picture card and teach another student to respond to Susie s picture request Provide visual cues for new tasks taught #14 Chooses or prefers solitary activities #16 Appears to be unresponsive to others #32 Has little or no speech #33 Has difficulty expressing wants and needs #76 Has difficulty organizing self in order to initiate or complete an activity Task Demand Intervention: Train peer buddy to invite Susie into 1:1 play activity Use Circle of Friends with class peers to support her in non-structured activities and to cue her to regular class routines Use high-interest items such as lotions or sand play to facilitate interaction with familiar peers Guide Susie in playing a reciprocal game with a preferred peer Set up Lunch Bunch for Susie and guide interaction Underlying Characteristics Addressed: #2 Uses poor eye contact or fails to orient to others #14 Chooses or prefers solitary activities #16 Appears to be unresponsive to others #33 Has difficulty expressing wants and needs #76 Has difficulty organizing self in order to initiate or complete an activity Skill Intervention: Teach Susie reciprocal game with sensory element (PU! The Game of Smells) Teach Susie to use a visual calendar; prepare a power card with pictures of parents to encourage game playing Teach Susie to use picture for frequent requests/responses Provide speech-language therapy to support work on language acquisition and social skills Use natural classroom routines to promote guided interaction with peers Teach new skills 1:1 across settings in short time increments Underlying Characteristics Addressed: #2 Uses poor eye contact or fails to orient to others #14 Chooses or prefers solitary activities #16 Appears to be unresponsive to others #32 Has little or no speech #33 Has difficulty expressing wants and needs #76 Has difficulty organizing self in order to initiate or complete an activity From Aspy, R., & Grossman, B.G. (2008). Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome: The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company ( Used with permission..

17 Susie Global Intervention Plan From Aspy, R., & Grossman, B.G. (2008). Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome: The Ziggurat Model. Shawnee Mission, KS: Autism Asperger Publishing Company ( Used with permission..

18 Child/Student: Susie Comprehensive Autism Planning System (CAPS) Time Activity Targeted Skills to Teach Structure/ Modifications Reinforcement Sensory Strategies Communication Social Skills Data Collection Generalization Plan 8:30-8:45am Arrival routine - transition from car - unpack book bag - hang up book bag in cubby - go to restroom Independently complete arrival routine schedule Use visual supports in cubby Cubby on end of the row of cubbies closest to classroom door Picture schedule Visual supports in cubby Verbal praise from paraprofessional Vestibular swing or gross motor activities (such as jumping, running, etc) upon completion of restroom with peer Use help card if needed Follow classroom routine rules Data collected on completing arrival routine independently Complete similar routine at home Follow restroom rules Initiate/respond to greetings with signing hi to request sensory equipment Paraprofessional Picture schedule in restroom Adapted zipper on book bag 8:45-9:00am Basket tasks Independently complete basket tasks - matching - sequencing - puzzles schedule Visual schedule on desk for independent tasks Baskets labeled with matching picture on schedule Final basket with reinforcement such as lotion, scented items, figets, beads Lotions, scented items, figets Use help card when needed Use finished card and orient to paraprofessional when tasks are completed + for completing tasks independently, - if need prompts Keep data on when she requests help Perform similar skills (matching, sequencing, puzzles) with a peer during structured game activities Use help card One task per Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

19 when help is needed basket with all needed materials Finished bin for completed tasks Begin with 4 baskets with tasks and 5 th basket with reinforcer Paraprofessional to monitor attention to task 9:00-9:20am Morning circle - calendar skills - weather chart - days of the week - lunch count schedule Participate in circle activities using picture Participate in motor movements during days of the week and weather songs Respond to name being called to take a turn Complete individualized calendar and weather chart Lesson s activities presented visually and with concrete items Sit in rocker near preferred trained peer One-on-one support from paraprofessional to complete modified calendar and weather folder Peer to model motor movements Social reinforcement from peer buddy Likes days of the week song and weather song Hand figets while waiting for her turn Sit in rocker at morning circle Movement during songs Picture Trained peer buddy to model motor movements Follow morning circle routine Data on responding to name Data on use of picture at home Dance and participate in motor activities in APE class and at home with family Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

20 SS Calendar skills 9:20-10:00am Language Arts - reading - writing - spelling SS Print legibly SS Follow simple oral directions SS Independently read books for various purposes schedule Write name independently Lessons modified by teacher One-on-one with paraprofessional Mini-picture schedules Adapted writing materials (ie: pencil gripper, raised line paper) Books on tape, adapted books with trained peer buddy Verbal praise from paraprofessional Social reinforcement from peer Last picture on schedule is choice of reinforcer (ie: lotion, scented items, puzzles, computer) Begin lesson with sensory activity (ie: movement activity) Listen to book on tape sitting in rocking chair Trained peer to partner with during book on tape or adapted book Data on using minischedules independently Data on exchanges with peer Write name on papers in other class periods Listen to stories/books at home with family Listen to story/book during library Identify name Maximum of 4 tasks and then choice of reinforcer 10:00-10:10am Class restroom break Walk with peers to restroom maintaining appropriate proximity Use restroom independently Picture schedule of restroom routine Peer support with washing hands (modeling) Likes water Social reinforcement from peers Washing hands Smell of soap Trained peer buddies Follow class restroom rules Peer reports to assistant if Susie refrains from playing in water Independent with restroom at home and other environments Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

21 schedule in restroom 10:10-10:40am Specials Mon- APE Tue- Music Wed- Art Thur- Library Fri- Computer Actively participate in small group activities schedule Transition with peers from class to class Trained peer buddies Picture schedule Mini-picture schedules Paraprofessional Transition card Likes movement activities Social reinforcement from peers Likes the computer Movement activities Smell/scents of art materials Follow class rules Trained peer buddies Use help card when needed Modeling of skills (ie: gross motor skills, library behavior, etc.) Data on use of picture at home 10:45-11:30am Math SS Identify numbers (1-5) SS Identify coins (penny, nickel) SS Identify basic shapes (circle, square, triangle) SS Sort objects Independently use mini-picture schedules Manipulatives Mini-picture schedules One-on-one discrete trials with paraprofessional Money and shape jigs Maximum of 4 tasks and then choice of reinforcer Last picture on schedule is choice of reinforcer (ie: lotion, scented items, puzzles, computer) Verbal praise from paraprofessional Manipulatives Integrate movement into work tasks Sit on therapy ball when working Begin math session with sensory activity Picture Data sheets on identification skills Data on using minischedules independently Independently use minischedules in other subjects, lessons Independently Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

22 begin tasks Increase use of picture 11:35-12:15pm Lunch/Recess to request lunch items Sit with peers at lunch Maintain appropriate proximity when in line for lunch Join peers (small group) in playground activities Trained lunch bunch Picture Picture schedule Paraprofessional to facilitate play Cue card for proximity Social reinforcement from peers Enjoys gross motor activities, playground equipment Playground equipment Movement (especially vestibular movement) Use turn-taking card to respond to peers to communicate lunch choices Data on exchanges with peers Participate in outside play with neighborhood peers Respond independently to peers invites to play using picture (yes, no) Independence with lunch routine -eating, clean up Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

23 12:20-12:30pm Class restroom break Walk with peers to restroom maintaining Picture schedule of restroom routine Likes water Social rein Washing hands Peer buddies Follow class Peer reports to assistant if Susie refrains Independent with restroom at home and appropriate proximity Use restroom independently Peer support with washing hands (modeling) forcement from peers Smell of soap restroom rules from playing in water other environments 12:30-1:00pm Therapies Mon/Wed- OT Tue/Thur- Individual SLP Fri- Group SLP Fine motor tasks - cutting, writing her name, coloring, zipping, buttoning, etc. Increase # of pictures used to communicate Turn taking Reciprocal interaction with peers in small group Adapted scissors Pencil grippers One-on-One instruction Mini-picture schedules Picture schedule Raised line paper Verbal praise Sensory activities are reinforcing Pencil grippers Slant board Sit on therapy ball when working on fine motor skills Built-in sensory activities into minischedules (ie: lotion, figets) Begin 1:1 sessions with sensory activity Use of picture Use of turntaking card for interacting in group Power card with picture of parents to encourage interaction skills Data on fine motor skills Data on number of picture being used (increase from baseline) Data on when initiates and/or responds in group Demonstrate fine motor skills and skills in other school environments and at home 1:00-1:30pm Science- Mon/Wed Social Studies- Tues/Thurs Movie-Friday SS Identify body parts SS Work in small groups SS Identify Concrete, visual examples Paraprofessional Paired in small groups with Social reinforcement from peers Movie is reinforcing None at this time Use of picture Trained peer buddies for modeling skills Data on use of picture Demonstrate learned skills (body parts, weather, etc.) at home Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

24 weather conditions SS Identify physical features (ie: safety signs) Increase use of picture trained peer buddies Hands-on activities Picture schedule Modified assignments Initiate and actively participate in small groups schedule 1:30-1:45pm Group games Turn taking Actively participate in small group to request game and preferred peers Maintain good proximity when playing games Turn taking card Let s Play a Game Card Preferred trained peer buddy Power card with picture of parents Paraprofessional to facilitate play and taking turns Smells from preferred PU game Social reinforcement from peers PU Sensory Game Figets when waiting for her turn Power card with picture of parents Turn-taking card Modeling by peer buddies Cue card for proximity Picture Data on number of times taking turns (I) independently, (P) prompted Participate in family games or activities Picture schedule Cue card for proximity Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

25 1:50-2:10pm Afternoon recess Join peers (small group) in playground activities Turn-taking on swings and Picture Paraprofessional to facilitate play Picture schedule Social reinforcement from peers Enjoys gross motor activities, play Playground equipment Movement (especially vestibular movement) Use turn-taking card to respond to peers Data on exchanges with peers Take turns and interact with peers in other school environments, activities other equipment Respond to peers invites to play using picture (yes, no) Turn-taking card ground equipment 2:15-2:40pm Learning stations Initiate choice of stations Participate in stations with one to two peers Use minipicture schedules in learning stations to complete tasks Complete tasks (ie: coloring, writing, match letters, numbers, words) Modified activities Trained peer buddies Mini-picture schedules Transition card Concrete, hands-on activities Reinforce with station including water activities or sensory items Social reinforcement from peers Learning stations including water activities, motor activities, sensory items Follow learning stations rules to make requests Trained peer buddy to assist with completing tasks Data on transitioning with peer support only Data on exchanges with peers Participate in larger group activities in class and in other school environments Transition from one station to another Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

26 2:40-2:55pm Dismissal routine - home/school notebook - pack book bag - meet mom/dad in the lobby Independence with loading book bag Complete home-school sheet with trained peer buddy Pick peer buddy to walk to lobby to meet parent/s Zipper on book bag adapted Picture supports in cubby Modified homeschool sheet (pictures) Paraprofessional Visual schedule Verbal praise from paraprofessional Social reinforcement from paraprofessional Going home None at this time Trained peer buddy Home-school form Independently unpack book bag at home Share sheet with family Trained peer buddy Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.