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