Presentation2 - Texasautism.com · Title: Microsoft PowerPoint - Presentation2 Author: Barry Created Date: 12/7/2007 12:28:46 PM

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Comprehensive Autism Planning System

4Framework NOT Paperwork!

CAPS: The Daily Schedule

Why Was CAPS Developed?

• Teams were changing and training would be needed again each year.

• During transitions knowledge was not shared.

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Why Was CAPS Developed?

• Students often move and new teams have to get to know these students, reinventing the wheel is not fair to the student or the teacher.

• Simply, what works for the individual was not being shared.

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What Does CAPS Do?

• Provides a venue for individualized team planning combining effective and diverse strategies as needed.

• Provides consistency of programming across time and setting

• Bridges IEP with core curriculum to effectively use daily teachable moments.

What Does CAPS Do?

• Facilitates targeted professional development

• Facilitates transition at the end of school year

• Provides structured flexibility across methodologies

COMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS) (Henry and Myles, 2007)

Time Activity Skills/ STO

Structure/ Modifications Reinforcement Sensory

Strategies Social Skills/

Communication

Data

Collection

Generalization





Communication

Data

Collection

Generalization

CAPS is the framework tying the daily schedule to the CAPS is the framework tying the daily schedule to the

underlying characteristics identified in the UCC underlying characteristics identified in the UCC and the interventions outlined in the Ziggurat Worksheet.and the interventions outlined in the Ziggurat Worksheet.

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Communication

Data

Collection

Generalization

Develop skills to teach based on State Standards, Develop skills to teach based on State Standards, IEP Goals, and Ziggurat interventionsIEP Goals, and Ziggurat interventions

Time and ActivityCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)

(Henry and Myles, 2007)




Communication

Data

Collection

Generalization

Time and Activity

• This includes:– All classes– Transitions that require supports of any nature– Home bases built into the schedules

Skills/STOCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

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Skills/STO

• Global academic subject matter to be mastered– May be IEP item– May be regular curriculum– May be modified curriculum– This area is NOT designed to list a task

analysis of the subject matter– A skill or STO that will be worked on for an

extended period of time– State standards

Skills/STO

• Nonacademic subject matter to be mastered– May be IEP item– May be regular curriculum– May include state standards– May include social, self-regulation,

organization, transition

Structure/ModificationsCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

Structure/Modifications

• Taken from the Structure and Visual/Tactile Supportsor the Task Demandssections of the Ziggurat Worksheet– Visual schedule, list of tasks,

etc …

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ReinforcementCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

Reinforcement

• Taken from the Reinforcement or Structure and Visual/Tactile Supports sections of the Ziggurat Worksheet

Sensory StrategiesCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

Sensory Strategies

• Taken from the Sensory and Biological Needs or Skills to Teach or Task Demandssections of the Ziggurat Worksheet

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Social Skills/CommunicationCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

Social Skills/Communication

• Drawn from the following Ziggurat Worksheet sections:– Structure and

Visual/Tactile Supports

– Task Demands– Skills to Teach

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Sammy’s “Upset” Scale If I am feeling upset I should color in how upset I am feeling in the first box. If I am only a little bit upset then it would be closer to a cartoon dinosaur and if I am REALLY upset it will be closer to the T-Rex! THEN I will think about things that I like, like lizards…

I will breath in and out and think about lizards before I say or do anything. Then I will color in the other box to see if I am feeling less upset.

Data CollectionCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

Data Collection

• Should match the information from the IEP and Skills/STO section of the CAPS needed to determine if the student is making progress

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Mickey’s CAPS

Mickey’s Time and ActivityCOMPREHENSIVE AUTISM PLANNING SYSTEMS (CAPS)





Communication

Data

Collection

Generalization

8:00 Priming

8:15 Reading

9:00 Math

9:45 Bath-room

10:00 PE

Mickey’s Time and ActivityCOMPR EHENSIVE AUTISM PLAN NING SYSTEMS (CAP S)

(Henry a nd Myles, 2007)


Structure/ Modifications Reinforc ement Sensory

Strategies Socia l Skills/

Communication

Data

Collec tion

Generaliz ation

10:45 HomeBase

11:00 SocialSkills

11:45 Lunch

12:15 Band

1:00 LA

Mickey’s 1st Activity

Review special interests catalogs

Visual schedule

Turn-takingAsking for helpEmotion check

Priming8:00

ReinforcementStructure/Modifications

Skills/STOActivityTime

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Visual schedule

*Turn-takingAsking for helpEmotion check

Priming8:00



Taken from Prioritized UCC Items: 28, 29, 76, 87



*Visual schedule


Priming8:00



Taken from Structure & Visual/Tactile Supports of Ziggurat Worksheet: Use visual schedule of daily events ….


*Review special interests catalogs

Visual schedule


Priming8:00



Taken from Reinforcement Intervention from the Ziggurat Worksheet: Intersperse calming activities ….


List of alternatives for screaming and yellingDryer heating scale

*Koosh ballDisco seat


Priming8:00


SensorySkills/STOActivityTime

Taken from Sensory/Biological Needs Intervention from the Ziggurat Worksheet: Provide disco seat …. and Provide koosh ball and other fidgets …

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*List of alternatives for screaming and yellingDryer heating scale

Koosh ballDisco seat


Priming8:00


SensorySkills/STOActivityTime

Taken from Structure & Visual/Tactile Supports Intervention from the Ziggurat Worksheet


Dryer heating scale Alternatives to yelling and screaming(both inside notebook and at home)

*Turntaking(yes/no)Asking for help (#)Identification of emotion (yes/no)


Priming8:00

GeneralizationData CollectionSkills/STOActivityTime

These match Skills/STO


Dryer heating scale Alternatives to yelling and screaming(both inside notebook and at home)

Turntaking(yes/no)Asking for help (#)Identification of emotion (yes/no)


Priming8:00

GeneralizationData CollectionSkills/STOActivityTime

These are from the Social Skills/Communication part of the CAPS and should be used throughout the day

Documents

Presentation2 - Texasautism.com · Title: Microsoft PowerPoint - Presentation2 Author: Barry Created Date: 12/7/2007 12:28:46 PM