The ASA's 38th National Conference on Autism Spectrum Disorders (July 11-14, 2007) of ASA

The Westin Kierland Resort & Spa, Scottsdale, AZ

http://www.autism-society.org/
For a complete author index with session numbers, please click here
Wednesday, July 11, 2007: 9:00 AM-4:00 PM
Powell A & B
#3020- Autism Spectrum Disorders and Adolescence: Making Your Student's Daily Program Meaningful
This Preconference workshop will provide a method for developing a comprehensive program for adolescents with autism spectrum disorders that can be easily implemented across general and special education settings. In addition, strategies that can facilitate school success across the spectrum will be presented.

Presenters:Brenda Smith Myles, Ph.D., Ohio Center for Autism and Low Incidence Disabilities, Chief of Programs and Development - Brenda Smith Myles, Ph.D. is Chief of Programs and Development for the Ohio Center for Autism and Low Incidence Disabilities. The recipient of the 2004 Autism Society of America’s Outstanding Professional Award and the 2006 Princeton Fellowship Award, she has written numerous publications on autism and Asperger Syndrome including Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon), the winner of the Autism Society of America’s Outstanding Literary Work. Myles is on the executive boards of several organizations and was recently acknowledged as the second most productive researcher in ASD in the world from 1997 to 2004.

Shawn A. Henry, Ohio Center for Autism and Low Incidence (OCALI), Executive Director - Executive Director at the Ohio Center for Autism and Low Incidence (OCALI) where he concentrates on statewide change efforts to promote advances in the training of professionals serving students with autism and providing supports for families. Mr. Henry is the author of Comprehensive Autism Planning System (CAPS).

Ruth Aspy, Ph.D., The Ziggurat Group, Licensed Psychologist - Ruth Aspy, Ph.D., is a licensed psychologist and author. She specializes in assessment and intervention for individuals with autism spectrum disorders. Dr. Aspy is co-creator of the Ziggurat Model and speaks internationally on this and other topics. She has experience in both clinical and school settings.

Barry G. Grossman, Ph.D., The Ziggurat Group, Licensed Psychologist - BARRY G. GROSSMAN, Ph.D., is a licensed psychologist who specializes in assessment and intervention for individuals with autism spectrum disorders. He provides assessment and consultation services in the public schools as well as staff development in the area of autism spectrum disorders. Dr. Grossman is an author and speaks nationally. He co-created the Ziggurat Model which has been adopted at the district-wide and state-wide levels. Dr. Grossman is an award winning photographer and the proud uncle of one niece and two nephews.

 
Adolescence is a difficult phase of life for all students; however, this time presents special challenges for individuals with autism spectrum disorders (ASD). Addressing their complex needs throughout the school day can be particularly difficult. This session will provide an in-depth illustration of a system for planning meaningful educational interventions for adolescents with ASD. The system utilizes two models, the Ziggurat Model (Aspy & Grossman, 2007) and CAPS (Comprehensive Autism Planning Systems) Model (Henry & Myles, 2007) to improve daily educational programs for this group of students.

Participants will learn the use of CAPS to analyze a current intervention program (Pre-CAPS). Participants will then learn the three phases of intervention: (1) assessing characteristics of ASD; (2) designing interventions; and (3) planning for implementation.

Interventions based on assessment have been shown to be more effective. Participants will become familiar with the Underlying Characteristics Checklist (UCC)—part of the Ziggurat Model—that is used to identify characteristics of ASD that may result in behavioral challenges.

Once underlying characteristics have been identified, meaningful interventions can be developed to address these needs using the framework of the Intervention Ziggurat. The Ziggurat contains five-levels in a hierarchal structure that must be included in a comprehensive intervention plan. These areas are: Sensory Differences and Biological Needs; Reinforcement; Structure and Visual Supports, Task Demands, and Skills to Teach. The presentation will outline evidenced-based interventions on each of the five levels of the Ziggurat. Additionally, presenters will discuss assessment of behavior challenges using a tool that builds on a traditional functional behavioral assessment. Case scenarios demonstrating the intervention design process and research based strategies will be included.

CAPS is the framework tying a student's daily schedule to interventions developed using the Ziggurat Model as well as IEP goals and state standards. It helps to bridge a student's IEP with the core curriculum in order to effectively utilize teachable moments throughout the school day. The CAPS provides for consistency of programming across school settings and time and helps to prevent the need to “re-invent the wheel” each semester.

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