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1 !"#$%&'& *&+",-./0/$1#2/& 3.4,/5".6&7".& 89--".:$;&<$=#2#=94>1& +0.#1&3#>>/.A&CD& &&&& Ohio Center for Autism and Low Incidence 470 Glenmont Ave. Columbus, Ohio Phone: Fax: E"F4>#E".;& Funded by the Ohio Department of Education, Office for Exceptional Children +"./&?/GF#%1&"7&*9:1,&8-/F%.9,&?#1".=/.1& +",-./0/$1#2/&!.";.4,&!>4$$#$;& <=/$:G/1&%0/&H/042#".1&%04%&./19>%&7.",&%0/&/I-./11#"$& "7&%0/&F"./&=/GF#%1&4$=&411"F#4%/=&7/4%9./1& <=/$:G/1&%0/&#$=#2#=94>J1&1%./$;%01&4$=&4K$#:/1& <=/$:G/1&#$%/.2/$:"$1L19--".%1&=/1#;$/=&%"&4==./11& #=/$:G/=&F04.4F%/.#1:F1& *>>"51&%0/&91/&"7&4--."-.#4%/&#$%/.2/$:"$1L19--".%1& %0."9;0"9%&%0/&#$=#2#=94>J1&=4M& 1

2 4 Steps to Designing a Comprehensive Intervention Plan Characteristics Design Implement 1 This will help you to see the autism 2 This will show you an individual s strengths and skills 2

3 3 This will help you identify interventions 4 This will show you how to implement them across the day *&O9#F6&P""6&4%&!0#>>#-& *H"9%&!0#>>#-& Q,->"M/=&-4.%R:,/&4%& 4&>"F4>&74F%".M&5#%0&,#$#,4>&19--".%&7.",& S"H&F"4F0& 8%.9;;>/1&1"F#4>>M& 5#%0#$&%0/&S"H&1/T$;& QI-/F%1&-/.7/F:"$& 7.",&0#,1/>7&4$=&F"R 5".6/.1& C/1-"$=1&5/>>&%"&."9:$/& N& 3

4 Assessing Characteristics Underlying Characteristics Checklist (UCC)... an informal assessment tool designed specifically to identify characteristics across a number of domains associated with ASD for the purpose of intervention. It is not designed for diagnosis. Aspy, R., & Grossman, B., 2007, p.51 'U& *==#:"$4>>MA&%0/&V++W!."2#=/1&4&X1$4-10"%Y&"7&0"5&49:1,&#1& /I-./11/=&7".&4$&#$=#2#=94>& +4$&H/&F",->/%/=&HM&,9>:->/&./1-"$=/$%1&!."2#=/1&4&%"">&7".&411/11#$;&-.";./11L F04$;/& ''& Z0/&V++&?",4#$1& 8"F#4>& C/1%.#F%/=&!4[/.$1&"7&\/042#".A&<$%/./1%1A& 4$=&*F:2#:/1& +",,9$#F4:"$& 8/$1".M&?#]/./$F/1& +";$#:2/&?#]/./$F/1& B"%".&?#]/./$F/1& Q,":"$4>&^9>$/.4H#>#%M& _$"5$&B/=#F4>&".&"%0/.&\#">";#F4>&34F%".1& '(& 4

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6 !.#".#:g#$;&<%/,1&7.",&v++&4$=&<88<& h04%&#1&%0/& 2#1#"$&7".&%0/& 79%9./&#$&%0/& 4./41&"7& /,->"M,/$%&4$=& F",,9$#%M& -4.:F#-4:"$i& 'f&!.#".#:g#$;&<%/,1&7.",&v++&4$=&<88<& h04%&f4$&5/&="& $"5&%"&5".6& %"54.=1&%04%& 2#1#"$i& V1/&%0/&V++&4$=& <88<&#$7".,4:"$W& 'N&!0#>>#-&R&!.#".#:g/=&*./41 h04%&#1&%0/&2#1#"$&7".&%0/&#$=#2#=94>j1&f4.//.& 4$=L".&/,->"M,/$%&b>"$;R%/.,&->4$ci& +",-/::2/&/,->"M,/$%&#$&4&H91#$/11&%04%&#$F".-".4%/1& 1-/F#4>&#$%/./1%1&4$=&%04%&4>>"51&7".&"--".%9$#%M&"7& X,"2#$;&9-&%0/&S"H&>4==/.Y& +",,9$#F4:"$&16#>>1A&1"F#4>&16#>>1A&/,":"$1& (U& 6

7 !0#>>#-&R&!.#".#:g/=&*./41 <$&504%&1/T$;1&5#>>&%0/&#$=#2#=94>&$//=&%"&H/& 4H>/&%"&79$F:"$&#$&".=/.&%"&./4F0&%0#1&2#1#"$i& +",,9$#%M&4$=&5".6&/$2#."$,/$%1& h0#f0&v++&4./41&042/&%0/&;./4%/1%&#,-4f%&"$& %0/&4H#>#%M&%"&79$F:"$&#$&%0/&%4.;/%/=&1/T$;1i& +",,9$#F4:"$&16#>>1A&1"F#4>&16#>>1A&1/$1".M&=#]/./$F/1A& /,":"$4>&29>$/.4H#>#%MA&./1%.#F%/=&-4[/.$1&"7&#$%/./1%! ('&!0#>>#-&R&!.#".#:g/=&*./41 h0#f0&v++&4./41&5"9>=&042/&%0/&;./4%/1%& #,-4F%&"$&#$F./41#$;&#$=/-/$=/$%& 79$F:"$#$;i& +",,9$#F4:"$&16#>>1A&1"F#4>&16#>>1A&/,":"$4>&29>$/.4H#>#%M& h0#f0&v++&4./41&5"9>=&042/&%0/&;./4%/1%& #,-4F%&"$&0#1L0/.&1/$1/&"7&14:174F:"$&4$=& 19FF/11&#$&0#1L0/.&F4.//.i& +",,9$#F4:"$&16#>>1A&1"F#4>&16#>>1A&/,":"$4>&29>$/.4H#>#%MA&./1%.#F%/=&-4[/.$1&"7&#$%/./1%& ((& 8"F#4>& C/1%.#F%/=&-4[/.$1& "7&#$%/./1%& +",,9$#F4:"$& 8/$1".M&& Q,":"$4>& 29>$/.4H#>#%M&!0#>>#-J1&!.#".#:/1& ()& 7

8 !0#>>#-J1&!.#".#:/1& B"2/&-.#".#:g/=&4./41&%"&k#;;9.4%& h".610//%& (j&!0#>>#-j1&!.#".#:/1& B"2/&-.#".#:g/=&V++&#%/,1&%"&k#;;9.4%& h".610//%& (`& Characteristics Interventions Sensory Differences and Biological Needs Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. 8

9 Skills to Teach Task Demands Structure and Visual/Tactile Supports Reinforcement Sensory Differences and Biological Needs Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. Interventions Reinforcement Characteristics Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. Intervention Ziggurat Sensory Differences and Biological Needs Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. 9

10 Smell Taste Touch Visual Input Auditory Vestibular (balance) Proprioception Myles (body et al., 1999 awareness) Sensory Issues Z4F:>/& ^/1:H9>4.&!."-.#"F/-:2/& Z0/&!"5/.&8/$1/1& These systems will provide: More input More quickly To make changes that are more rapid Filler, 2007! ))& 10

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13 Z0/&H.4#$&!""#$%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 2/1:H9>4.&#$-9%&#$&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& ".=/.&%"&79$F:"$& ^/1:H9>4.&#$-9%&&&&&&&&&& -."2#=/1&%0/&&&&&&&&&& 8%."$;/1%&8/$14:"$& j'& 39$F:"$4>&*F:2#:/1LQ$2#."$,/$%4>& *FF",,"=4:"$1&7".&8/$1".M&<$%/.2/$:"$1& P"4=L9$>"4=&?/>#2/.&,4%/.#4>1& h4>6l-4f/& +4..M&5/#;0%/=&H"I/1L H4;1& +.910&F4$1& C46/A&10"2/>A&=#;A& 24F99,&!910&10"--#$;&F4.%1& ^#194>&".;4$#g4:"$&& D4%9.4>&>#;0:$;&2/.191& m/4=-0"$/1& C/,"2/&".&4==&7.4;.4$F/1& Z9.$&="5$&%/>/-0"$/&.#$;/.& h0#%/&$"#1/& 8>//-#$;&-4[/.$1& *9%"#,,9$/&=/GF#/$F#/1& *>>/.;#/1& <$%/1:$4>&=#KF9>:/1& +"R"FF9..#$;&F"$=#:"$1& B/=#F4:"$& 13

14 34F%1&%"&C/,/,H/.& +4%/;".#/1&"7&1/$1".M&=M179$F:"$&4./&$"%& 4>54M1&F>/4.RF9%&4$=&"n/$&"2/.>4-E& Z0/&#$=#2#=94>&,4M&/I0#H#%&F04.4F%/.#1:F1&"7&4& 1/$1".M&=#1".=/.&H9%&,4M&042/&4&=#]/./$%& =#1".=/.&4>%";/%0/.E& Q2/.M"$/&041&1",/&1/$1".M&-."F/11#$;& =#KF9>:/1&$"5&4$=&%0/$E& The Out of Sync Child. Carol Stock Kranowitz, M.A., Skylight Press, jj&?/1#;$#$;&4$&<$%/.2/$:"$&?#1f911&%0/& #$=#2#=94>J1&$//=1& #$&%0#1&4./4E& j`&?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-&?/1#;$&4$&#$%/.2/$:"$&4$=&5.#%/&#%&#$&%0/& k#;;9.4%&5".610//%& ja& 14

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16 ZM-/1&"7&C/#$7".F/,/$%& D4%9.4>&./#$7".F/.1& 8"F#4>&./#$7".F/.1& *F:2#%M&./#$7".F/.1& Z4$;#H>/&./#$7".F/.1& Z"6/$&./#$7".F/,/$%& <$F".-".4%/&8-/F#4>&<$%/./1%1& Trains Airports Maps Movies Trucks Airplanes Geography Computer Games Subways Cars Travel Video Games Streetcars Motorcycles Buses Sitcoms `'& QI4,->/& 8F/$4.#"d&&o/$$#7/.&#1&4$&4=9>%&5#%0&*1-/.;/.&8M$=.",/&50"&5".61&4%&4& >"F4>&F.4n&1%"./E&&&m/.&19-/.2#1".&4$=&S"H&F"4F0&5"9>=&>#6/&0/.&%"& #$F./41/&0/.&5".6&1-//=E&&& C/#$7".F/,/$%d&! "#$%&'(!)*&+,-)#*.*+'/&&*11#1%&#$&%0/&4.%&F>411&4F:2#:/1&%04%&4./& "]/./=&4%&%0/&F.4n&1%"./&"$F/&4&5//6E&&&! 0-#&12!)*&+,-)#*.*+'/&8F0/=9>/&o/$$#7/.J1&>9$F0&H./46&5#%0&%0/& %5"&F"R5".6/.1&50"&042/&4$&#$%/./1%&#$&74,"91&4.:1%1L-4#$%/.1E&&&! 31+4&52*!)*&+,-)#*.*+'/&&o/$$#7/.&#1&-4#=&/2/.M&%5"&5//61&4$=& ;/%1&4$&/,->"M//&=#1F"9$%&#7&10/&54$%1&%"&-9.F041/&4.%&19-->#/1E&! 3-6*+!)*&+,-)#*.*+'/&&o/$$#7/.&./F/#2/1&%4>>M&,4.61&7".&G$#10#$;& 5".6&#$&./p9#./=&:,/E&&h#%0&F/.%4#$&$9,H/.&"7&%4>>M&,4.61A&10/&#1& 4H>/&%"&411#1%&#$&%0/&4.%&F>411&4F:2#:/1E&&&& `(& 16

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18 Intervention Ziggurat Structure and Visual/Tactile Supports Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. Common Misperceptions If an individual can read then she does not need pictures or symbols Because he s an adult, he does not need an individualized schedule I can stop using a visual schedule with an individual once the routine is learned If an individual has not looked at her schedule in three weeks she does not need it anymore Visual Supports! Visual schedules are effective in decreasing Off-task behaviors Disruptive behavior Noncompliance Aggression Outbursts Property destruction 18

19 Visual Routine `N& au& 8%.9F%9./& a'& 19

20 8"F#4>&D4..4:2/1& 8"F#4>&1F.#-%1&!"5/.&+4.=1&! q4;$"$& 8"F#4>&8%".#/1 ZB&! q.4m& Power Card! Will Smith wants you to remember:! Stay calm when you or someone else makes a mistake.! Ask for help when you make a mistake.! Everyone makes mistakes!! a(&?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-&?/1#;$&4$&#$%/.2/$:"$&4$=&5.#%/&#%&#$&%0/& k#;;9.4%&5".610//%& a)&?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-& P#1%&%0/&9$=/.>M#$;&F04.4F%/.#1:F1& 4==./11/=E&+0""1/&7.",&M"9.&-.#".#:g/=& 4./41E& aj& 20

21 Intervention Ziggurat Task Demands Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. & &Z416&?/,4$=1&l&Z0.//& & &O9/1:"$1& *./&M"9&416#$;&7".&-/.7".,4$F/&"7&4&16#>>&%04%& #1&%""&04.=i&& *./&M"9&416#$;&7".&-/.7".,4$F/&"7&4&16#>>&%04%& 041&$"%&H//$&%49;0%i&&& *./&M"9&416#$;&7".&4&%416&%"&H/&4FF",->#10/=& 5#%0"9%&%0/&$/F/114.M&19--".%1i&& Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. 8"F#4>&8%.4%/;#/1& C9>/&F4.=1& 8"F#4>&1F.#-%1& Z0"9;0%&H9HH>/1& People DO NOT Liked to be Tickled People DO LIKE to get: High Fives Hand Shakes Words I can use on the Job No thank you Excuse me Is it OK to take a break now? ae& 21

22 8"F#4>&8%.4%/;#/1& Z.4#$/=&-//.1LF"R 5".6/.1& C">/&->4M#$;& ^#=/"&,"=/>#$;& af& 8/$1".M&8%.4%/;#/1& Q4.&-0"$/1L/4.&->9;1& +4.-/%& Z/$$#1&H4>>1& +9H#F>/& an&?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-&?/1#;$&4$&#$%/.2/$:"$&4$=&5.#%/&#%&#$&%0/& k#;;9.4%&5".610//%& eu& 22

23 ?/1#;$#$;&4$&<$%/.2/$:"$R&!0#>>#-& P#1%&%0/&9$=/.>M#$;&F04.4F%/.#1:F1& 4==./11/=E&+0""1/&7.",&M"9.&-.#".#:g/=& 4./41E& e'& Intervention Ziggurat Skills to Teach Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D. Skills to Teach!! Questions to ask: - What is it about the situation that comes naturally to everyone else but is missing for this person? - What pre-requisite skills might be lacking to complete the task at hand? - What is it that has not occurred to me to teach? e)& 23

24 &&&&&&&&&&Z0/&m#==/$&+9..#F9>9,& Break room rules If there are people in line to use the vending machine, do not cut. Wait your turn! It is not appropriate to take others snacks or drinks. When someone sits down next to you at the break table, say hello.?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-&?/1#;$&4$&#$%/.2/$:"$&4$=&5.#%/&#%&#$&%0/& k#;;9.4%&5".610//%& e`&?/1#;$#$;&4$&<$%/.2/$:"$r&!0#>>#-& P#1%&%0/&9$=/.>M#$;&F04.4F%/.#1:F1& 4==./11/=E&+0""1/&7.",&M"9.&-.#".#:g/=& 4./41E& ea& 24

25 Q$19./&%04%&<$%/.2/$:"$&#1&+",->/%/&! C/2#/5&5".610//%&! *==./11/1&4>>&G2/& >/2/>1&"7&%0/& k#;;9.4%&! 8/2/.4>&F"./& 9$=/.>M#$;&4./41& 4./&4==./11/=&! <$%/.2/$/1&4%&4>>& %0.//&-"#$%1&*R\R+& ee& 4 This will show you how to implement them across the school 89--".%1&7".&<$=#2#=94>1&5#%0&*8?& Access to Job Requirements Effective Practices for Employment: How, When, Why? Strategies Embedded Throughout the Work Day Strategies Targeting the Core Deficits of ASD 25

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