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Implement Design Characteristics 1 2 3 4
4 Steps to Designing a Comprehensive Intervention Plan
This will help you to see the autism
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2This will show you an individual’s strengths and skills
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3This will help you identify interventions
4 This will show you how to implement them across the day
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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
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Sensory Differences and Biological Needs
Characteristics Interventions
© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.
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Sensory Differences and Biological Needs
Skills to Teach
Task Demands
Structure and Visual/Tactile Supports
Reinforcement
© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.
Sensory Differences and Biological Needs
Skills to Teach
Task Demands
Structure and Visual/Tactile Supports
Reinforcement
Interventions
Reinforcement
© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.
Characteristics
Intervention Ziggurat
Sensory Differences and Biological Needs
© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.
Ohio Center for Autism and Low Incidence
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Sensory Issues
• Smell • Taste • Touch • Visual Input • Auditory • Vestibular
(balance) • Proprioception
(body awareness) Myles et al., 1999
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These systems will provide: More input More quickly To make changes that are more rapid
Filler, 2007!
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The Out of Sync Child. Carol Stock Kranowitz, M.A., Skylight Press, 2005.
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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
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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!!
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Intervention Ziggurat
Task Demands
© Ruth Aspy, Ph.D., Barry G. Grossman, Ph.D.
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on the Job • No thank you
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People DO NOT Liked to be Tickled People DO LIKE to get:
High Fives
Hand Shakes
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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.
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4 This will show you how to implement them across the school day
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Access to Job Requirements
Strategies Embedded Throughout the Work Day
Effective Practices for Employment: How, When, Why?
Strategies Targeting the Core Deficits of ASD
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