Step 2: Complete ISSI-Individual Strengths and Skills Inventory
• Social • Behavior, interests and activities• Communication• Sensory • Cognitive• Motor • EmotionalNOTE: ISSI is a great resource to use for
development of Present Level of Performance
Step 2()
Complete the ISSI for Michaelusing the informationyou have learned…..
Questions To Consider When Prioritizing Areas From the UCC
• What are the student’s short term and long term goals? (Choose from overall UCC categories- Social, Restricted Patterns of Behavior, Communication, Sensory, Cognitive, Motor, and Emotional Vulnerability)
• In what settings does the individual need to function?• Which UCC areas have the greatest impact on the ability to
function in multiple settings?• Which UCC areas would have the greatest impact on increasing
independent functioning?• Which UCC areas would have the greatest impact on his/her
sense of well-being?
Michael’s Short Term/Long Term Goals
Short Term- 1. Increase appropriate social communication2. Improve perspective taking of other’s thoughts and
feelings (mind blindness)3. Improve sensory processing (auditory and tactile)
Michael’s Short Term/Long Term Goals
)Long Term-1. Participate in appropriate reciprocal verbal exchange
maintaining topic when applicable (e.g. greetings, ask a question, answer a question, make a request, initiate,
maintain and terminate conversation appropriately).2. Recognize the feelings and perspectives of others and how his behavior effects others.3. Develop self-regulatory behaviors
What are Michael’s Prioritized Areas ?• After completing questions to consider when
prioritizing the UCC areas, what are Michael’s priority areas of concern?
Michael’s - Prioritized UCC Areas
Social CommunicationSensoryCognitive
Questions To Consider When Prioritizing Items From the UCC
• Which items have the greatest impact on the prioritized UCC areas of concern?
• Which UCC items address more pivotal underlying needs?
Michael’s Prioritized Items From His UCC
#1 Mind blindness#9 Difficulty understanding non-verbal communication#25 Difficulty with rules of conversation#28 Difficulty starting, joining, ending conversations#39 Difficulty talking about others interests#42 Responds in an unusual manner to sounds, pain, and touch#53 Poor organizational skills#89 Difficulty organizing stress and anxiety
Tying it all together!
Marrying the Underlying Characteristics and Strengths to Interventions
UCC ISSI
Ziggurat is a framework for designing comprehensive interventions for individuals
with autism spectrum disorders
Sensory Differences and Biological Needs
• Provide sensory diet/plan• Monitor and address environmental stressors:
– Sound, light, proximity, personal space, textures– Movement Needs
• Monitor and address:– Appetite/hunger– Arousal/activity level (e.g. fatigue, over
stimulation, etc.)– Posture and movement– Medical Needs
Sensory Issues
• Smell• Taste• Touch• Visual input• Auditory• Vestibular (balance)• Proprioception (body awareness)
Emotional Reactivity
• Displays emotional outbursts when unsuccessful
• Is stubborn or uncooperative• Often gets “stuck” in a situation• Is overly sensitive• Reacts overtly when sensory systems needs
are not met
Tasks Demand
Level of Demand
Easy Challenging/EmergingToo Demanding
Independent skills with or without modification and structural supports
Possible with Assistance
ZONE OF PROXIMAL DEVELOPMENT
Tasks Demands and Skills to Teach
Intervention Design Helper © Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D.
Student: Date: Intervention Design Helper: Use this form to assist in developing the intervention plan to be recorded on the Ziggurat Worksheet. Start in either column. After both columns are complete, indicate next to each intervention on which level(s) of the Ziggurat the intervention falls: Sensory/Biological (SB); Reinforcement (R); Structure &Visual/Tactile Supports (SVT); Task Demands (TD); Skills to Teach (ST).
Underlying Characteristic(s) Interventions
Intervention Design Helper: Use this form to assist in developing the intervention plan to be recorded on the Ziggurat Worksheet. Start in either column. After both columns are complete, indicate next to each intervention on which level(s) of the Ziggurat the intervention falls: Sensory/Biological (SB); Reinforcement (R); Structure &Visual/Tactile Supports (SVT); Task Demands (TD); Skills to Teach (ST).
Underlying Characteristic(s) Interventions
© 2007 Aspy & Grossman