ziggurat

Tam2019

zigguratpowerpoint.pdf

1/19/12

Ziggurat Model Refresher Webinar January 19, 2012

Jane Goetz, M.S. Ed KaBe Thomas, M.S. Ed

The Kansas InstrucBonal Support Network is parBally funded through Part B funds administered by the Kansas State Department of EducaBon's Special EducaBon Services. KISN does not discriminate on the basis of race, color, naBonal origin, sex, disability, or age in its programs and acBviBes. The following person has been designated to handle inquiries regarding the non-‐discriminaBon policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-‐876-‐2214.

Welcome to KISN’s Webinar Series •  Thanks for joining this web class! •  To receive your cerBficate of a`endance – you will receive an email a week aber this

training with it for being a live parBcipant. •  If you are viewing this as a group, your facilitator will send the sign in sheets, and then

you will also receive your cerBficate of a`endance. Please print your email addresses clearly!

•  If you are viewing this as a recorded session, and you’d like to earn cerBficates of a`endance, please submit the study quesBons to Jennifer Houser, and she will get a cerBficate of a`endance to you. These quesBons are found on the last slide.

•  About 2 weeks aber a`ending a Webinar, you will get a survey link to help KISN collect data for our grant project to see the effecBveness of the webinars – of your implementaBon of concepts presented in our Webinar Series. We appreciate you taking the Bme to help us out!

•  This PowerPoint and coordinaBng documents (if applicable) will be available for download on our website, under Training Materials, following the presentaBon.

•  This recorded Webinar will be found on our website, under Archived Webinars.

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Webinar Technology

•  We are using WebEx Technology – if you have any issues before, or during a presentaBon, here is contact informaBon:

–  1-‐866-‐229-‐3239 –  You will need to provide them with the event number (found on your screen)

•  WebEx Download informaBon: –  h`p://support.webex.com/support/downloads.html

•  YOU WILL NOT NEED A MICROPHONE!!! IF YOU HAVE QUESTIONS DURING THE PRESENTATION, TYPE YOUR QUESTIONS IN THE QUESTIONS BOX.

Using WEBEX

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Pathways to IntervenGon Using the Ziggurat Model

Components of the Ziggurat Model

  Five levels in a hierarchical structure   Sensory Differences and Biological Needs   Reinforcement   Structure and Visual/TacBle Supports   Task Demands   Skills to Teach

  Three Assessment Tools   The Underlying CharacterisBcs Checklist (UCC)

  UCC-‐CL (Classic), UCC-‐HF (High FuncBoning), UCC-‐EI (Early Childhood)   Individual Strengths and Skills Inventory (ISSI)   ABC-‐Iceberg (ABC-‐I)

  The Ziggurat Worksheet

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Underlying CharacterisBcs Checklist (UCC)

  A snapshot of how ASD is expressed for an individual

  Comprised of 8 areas   The first three represent the auBsm spectrum triad  Social  Restricted pa`erns of behavior, interests and acBviBes  CommunicaBon

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Underlying CharacterisBcs Checklist (UCC), conBnued

  CharacterisBcs oben associated with ASD are addressed in the next four areas   Sensory differences   CogniBve differences   Motor differences   EmoBonal vulnerability

  The eighth underlying area is medical and other biological factors

Individual Strengths and Skills Inventory (ISSI)

  Was designed to accompany the UCC   Parallels the first seven areas of the UCC   Purpose is to ensure that underlying strengths and skills are incorporated in the intervenBon design process

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The ABC-‐Iceberg

  Incorporates an FBA by looking at events that occur before and aber a behavior

  The inclusion of the before and aber events brings more aspects of the ASD to light

  DifficulBes with problem solving and understanding nonverbal communicaBon are addiBonal factors that intervenBon must address

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Moving From Assessment to IntervenGon Design

• Assessment Tools – Underlying Characteristics Checklist (UCC) – Individual Strengths and Skills Inventory (ISSI) – ABC-Iceberg (ABC-I)

• Comprehensive Intervention Planning – Ziggurat Worksheet (ZW) • Incorporates the five levels of the Intervention Ziggurat • Addresses underlying needs identified with the UCC • Includes three points of intervention (A-B-C)

• Implementation – Implement intervention – Evaluate outcomes

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Complete IntervenGon

1.  All five levels of the Ziggurat are addressed. 2.  Several core, underlying characterisBcs are

included.

3.  IntervenBon occurs at three points. (ABC – antecedent, behavior, and consequence strategies).

Luke – a snapshot of him working

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Assessment

•  AS A TEAM: – Complete the UCC-‐CL, UCC-‐HF or UCC-‐EI – Complete the ISSI – Complete these two documents side by side – as you are idenBfying the underlying characterisBcs, idenBfy the POSITIVE at the same Bme!

See Luke’s UCC-‐CL

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See Luke’s ISSI

Designing a Global IntervenBon

  1. List prioriGzed UCC areas of concern   2. Select UCC items to address   3. Develop intervenBons for each level of Ziggurat

  4. Ensure that intervenBon is complete

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1. UCC Areas   Social   Restricted Pa`erns   CommunicaBon   Sensory Differences   CogniBve Differences

  Motor Differences   EmoBonal Vulnerability   Known Medical/ Biological Factors

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Luke’s PrioriBzed Areas

  1. PrioriBze Areas of Concern from UCC

* Social *CommunicaBon *EmoBonal Vulnerability

Designing a Global IntervenBon

  1. PrioriBze UCC areas of concern   2. Select UCC items to address   3. Develop intervenBons for each level of the Ziggurat

  4. Ensure that intervenBon is complete

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2. PrioriBze UCC Items for Luke – Global IntervenBon

Area: Social

#2: eye contact/orient #11: join acBvity

#13: waiBng Area: CommunicaBon

#33: express wants/needs

#36: respond to name #44: aggressive behaviors

Area: EmoBonal Vulnerability

#96: meltdown #100: frustraBon tolerance

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Designing a Global IntervenBon

  1. PrioriBze UCC areas of concern   2. Select UCC items to address   3. Develop intervenGons for each level of the Ziggurat

  4. Ensure that intervenGon is complete

3. Develop intervenBons for each level of the Ziggurat

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Luke’s IntervenBons

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4. Ensure That IntervenBon is Complete

(Use Ziggurat Worksheet)

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•  Implement the intervenBons idenBfied in the Ziggurat Worksheet.

•  If there are behaviors that don’t respond to the intervenBons, then you want to go through the assessment process for a SPECIFIC IntervenBon Plan.

Designing a Specific IntervenBon Plan

THIS IS FOR THOSE BEHAVIORS THAT ARE RESISTANT TO THE INTERVENTIONS IN THE GLOBAL INTERVENTION PLAN (THOSE BEHAVIORS THAT WOULD REQUIRE A BEHAVIOR INTERVENTION PLAN)

  Complete the ABC-‐I (funcBonal behavioral assessment and underlying characterisBcs)

  Transfer behavior, operaBonalized behavior, and underlying characterisBcs from the ABC-‐I to the Ziggurat Worksheet

  Design a program to address the underlying concerns and behaviors

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Aggression

(Flopping) (Oppositional)

Aggression scratching, biting, Kicking, grabbing at clothes or

hair (Stripping) (Elopement)

Transition Times Arrival to School

Setting Events:

Poor sleep, allergies, Lack of breakfast

Waiting him out; Evade Aggressive behaviors

And keep him safe; Give clear ending point to

Task/activity; Provide sensory input

33 Express wants/needs

45 Aggressive behaviors

98 Meltdowns

100 Frustration Tolerance

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•  Transfer the informaBon from the Specific IntervenBon Plan sheet into the exisBng Ziggurat Worksheet and add intervenBons that will address the specific behavior concern.

•  NOT ALL STUDENTS WILL HAVE A SPECIFIC INTERVENTION PLAN.

QuesBons??

•  Please check out h`p://www.texasauBsm.com/