EDSP 405 (undergraduate) or 505 (graduate) The Ziggurat Model: Designing Interventions for Students with ASD. Instructor: Robin Greenfield, Ph.D.

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1 EDSP 405 (undergraduate) or 505 (graduate) The Ziggurat Model: Designing Interventions for Students with ASD Instructor: Robin Greenfield, Ph.D. Teaching Assistant: Trina Balanoff, M.S. Number of Credits: 1 Location: This is an online course using the Idaho Training Clearinghouse (ITC) Learning Management System (LMS). There are no face-to-face classes. There are three 2-hour webinars, accessing each is required for the course and are available through the online course on the ITC LMS. Contact Information: Robin Greenfield rgreen@uidaho.edu (208) Trina Balanoff balanoff@uidaho.edu (208) Technical Assistance: itc@uidaho.edu Course Description: This is an online professional development course giving an overview of designing and implementing comprehensive interventions for individuals with high-functioning autism (HFA) and Asperger Syndrome using the Ziggurat Model. The model is designed to address the underlying characteristics/core traits of Asperger Syndrome and high functioning autism that result in social, emotional, and behavioral concerns. The model is designed to help parents, teachers, speech pathologists, psychologists, occupational therapists, counselors, school 1

2 administrators, autism consultants, and others to design in-depth, individualized interventions that work effectively with this population. The course will include three 2-hour webinars focusing on the following topics: Session 1: Myths of high functioning autism (HFA) and Asperger Syndrome Comprehensive planning for intervention Overview of the Ziggurat Model Session 2: Sensory Biological Level- Evidence-Based Practices Reinforcement Level- Evidence-Based Practices Structure and Visual/Tactile Supports Level- Evidence-Based Practices Session 3: Task demands level- Evidence-Based Practices Skills to Teach Level - Evidence-Based Practices Design and Implementation Applying Ziggurat/CAPS models, with case studies. The three 2-hour webinars are delivered by Dr. Barry Grossman and Dr. Ruth Aspy. Dr. Grossman is a licensed psychologist and author. He is in private practice with the Ziggurat Group and specializes in assessment and intervention for individuals with autism spectrum disorders. Dr. Aspy is a licensed psychologist in private practice with the Ziggurat Group. Dr. Aspy specializes in assessment and intervention for individuals with autism spectrum disorders. She is co-author of the Ziggurat Model, winner of the 2008 Autism Society of America Literary Work of the Year. Dr. Aspy speaks internationally. She has experience in both the clinic and school settings. Dr. Grossman, along with Dr. Aspy, wrote The Ziggurat Model a book on designing interventions for students with Asperger s Disorder and highfunctioning autism. He and his co-author present on this model internationally. The Ziggurat Model has been adopted at the district-wide and state-wide levels. University of Idaho Learning Outcomes 1. Learn and integrate Through independent learning and collaborative study, attain, use, and develop knowledge in the arts, humanities, sciences, and social sciences, with disciplinary specialization and the ability to integrate information across disciplines. 2. Think and create Use multiple thinking strategies to examine real-world issues, explore creative avenues of expression, solve problems, and make consequential decisions. 3. Communicate Acquire, articulate, create and convey intended meaning using verbal and non-verbal methods of communication that demonstrate respect and understanding in a complex society. 2

3 4. Clarify purpose and perspective Explore one s life purpose and meaning through transformational experiences that foster an understanding of self, relationships, and diverse global perspectives. 5. Practice citizenship Apply principles of ethical leadership, collaborative engagement, socially responsible behavior, respect for diversity in an interdependent world, and a service-oriented commitment to advance and sustain local and global communities. Specific Course Objectives Related to above learning outcomes At the conclusion of this course, participants will: Identify the communicative functions of behavior and address how to select and teach conventional communication alternative to replace problem behaviors; Identify when it is not possible to reinforce a learner s desire to obtain/maintain desired events or escape/avoid undesired events, and describe intervention strategies to address those occurrences; Identify issues related to selecting a beginning augmentative communications system, including selection of communicative functions to teach, selection of symbol type, selection of symbol display system, selection of access (how the learner will access the symbols/device), and when a speech generating device should be considered; Define conversation and why conversational interchanges are crucial to teach; Describe differences in conversational participation for augmentative alternative communication (AAC) users and typically communicating peers; Identify conversation strategies to begin to introduce symbol use; Identify conversation strategies for learners who are already using symbols; Identify strategies for maintaining conversational interactions over multiple turns. Course Requirements 1. Participation: Participants are required to view all three webinars, which are located in the online course. Participants will receive a welcome with their login for the online course. The online course also contains the required quizzes for receiving credit. 2. Assignments are quiz based: All quizzes must be submitted through the Idaho Training Clearinghouse LMS online course Complete an assignment to be submitted for feedback at the end of the entire webinar series. 3

4 Suggested Readings (not required): Aspy, R. & Grossman, B. (2008). Designing comprehensive interventions for individuals with high-functioning autism and asperger syndrome: The Ziggurat Model. Shawnee Mission, KS: Autism Aperger Publishing Co. Quizzes All quizzes must be completed on the Idaho Training Clearinghouse Learning Management System on the date(s) specified in the online course site. Participants will receive a welcome with their login for the online course. Quiz 1 (20 points) Webinar 1 Quiz 2 (20 points) Webinar 2 Quiz 3 (20 points) Webinar 3 Final Assignment (10 points) After viewing the webinar series, think of two topics that were of particular interest to you. Using the embedded link for the University of Idaho library (see below) conduct a search for any additional articles that address those topics. Write a 2-3 page paper that includes that following components: 1. The author, title, journal, and year of the article 2. A description of the study conducted and the outcome of the research or; If the article is not a research study, then write a summary of the main points of the article; and describe of your reaction to the study/article and how it relates to your work. Satisfaction Survey (10 points) Complete course satisfaction survey located inside course website. Assignment and Grading Policy All quizzes must be completed on the Idaho Training Clearinghouse Learning Management System on the date(s) specified in the course site. Students must earn 80% across all assignments. 4

5 Assignments completed: Total points = and above = Pass 55 and below = Fail Academic Integrity The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other members of the academic community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty. Nondiscrimination Policy The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, disability or status as a Vietnam era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans With Disabilities Act of 1990, the Civil Rights Act of 1991, the Rehabilitation Act Reauthorization of 1992 and other state and federal laws and regulations. Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in Faculty Staff Handbook (FSH) The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH The entire FSH can be accessed online at Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: April Preston, Human Rights Compliance Officer ( ); Gloria Jensen, Coordinator of Disability Support Services ( ); Regional Office for Civil Rights, U.S. Department of Education in Seattle ( ); Equal Employment Opportunity Commission, Seattle District Office ( ); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco ( ). Complaints about discrimination or harassment should be brought to the attention of the UI Human Rights Compliance Office ( or anbutler@uidaho.edu). Retaliation for bringing forward a complaint is prohibited by FSH The University of Idaho is committed to providing equal and integrated access for individuals with disabilities to all the academic, social, cultural, and recreational programs it offers. This commitment is consistent with legal requirements, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, and embodies the 5

6 university s historic determination to ensure the inclusion of all members of its communities. If you are a student requesting accommodations for this course, please contact your professor at the beginning of the semester and Disability Support Services, Idaho Commons, Room 306, phone: (208)