A framework for supporting students
with Autism Spectrum Disorder
Vanessa Alexander, Catherine Davies and Bronwyn Hannaford
Overview
DECD implemented an new initiative in
2013- Autism Intervention Programs
across three sites in metropolitan
Adelaide
This presentation:
▫ Focus on one Primary school site
▫ The implementation of the Ziggurat and CAPS
models
▫ Transition process back to local school
▫ Including one case study
▫ Key learning's so far
The Autism Intervention Program (AIP)
• Up to 8 students, ASD and no intellectual
disability, difficulty accessing local
mainstream school
• AIP was initially up to 4 terms, then
extended to 8 school terms
• Goal to transition back to local school
• 1 teacher, 1 School Services Officer (SSO)
in each class
• 3 classes and 1 coordinator (0.5 position)
at the primary school.
• The Comprehensive Autism Planning
System (CAPS) (Henry & Smith
Myles,2007)
• The Ziggurat model: Incorporating
evidence based practice throughout the
student’s day (Aspy & Grossman, 2008).
Intervention Ziggurat
Strengths of Ziggurat and CAPS
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Highly individualised program
Unpacks ASD
Framework for evidence based practice
Includes functional behaviour assessment
Promotes a proactive & positive approach
Promotes consistency in approach & documentation
Ongoing review and assessment, data collection
Identifies professional learning
Promotes collaborative approach between professionals, parents
& individual
The Autism Intervention Program (AIP)
at a primary school site.
Transition into AIP
•Tour of school site, information and enrolment package
•Underlying Characteristics Checklist
•Strengths and Skills Inventory
•Global Intervention Plan
•Transition visits/ attendance in program
Autism Program
•Completion of Ziggurat model
•Development of Comprehensive Autism Planning System (CAPS)
•Negotiated Education plan NEP
•Support plans as needed: health care, behaviour support plans,
•Australian Curriculum
•Regular communication with families and local school
Transition back to Local School
•Achievement of set goals
•Local school staff visit AIP
•Individualised transition plan
Transition into AIP
Sharing Information...
Underlying Characteristics
Checklist and strengths and
skills Inventory
Completed in collaboration with
multidisciplinary team:
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Parents/Carers
Home school staff
Current support services
AIP Disability Coordinator
AIP Coordinator
AIP Teacher
Prioritising Focus
Global Intervention Plan
• Families short term and long term
vision
• UCC priorities identified
Intervention Design Helper / Ziggurat
worksheet
• identifies supports, strategies,
interventions that support student in
the prioritised UCC areas and
connect these to the 5 areas of the
Ziggurat model.
The Autism Intervention Program: Negotiated Education Plan
and Comprehensive Autism Planning System (CAPS)
Classroom set up
•Minimal clutter
•Visuals
•Seating & desks
•Technology
•Colour
•Acoustics
•Lighting
•Physical spaces
Strategies and Resources
Goals met =
Transition
Transition Planning
• Term before transition
• Transition term
• Exit term
Key learning's so far...
• Ziggurat and CAPS are a valuable tool
• Collaboration is key to success
• Planned transition is crucial
Future
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Personalised transition programs
Alternative ways of transition support
Funding model to support transition
Student voice
Term 1, 2014
“I'm ready to go back to my local school”
2014: 3 weeks after returning to his local school
“it’s just the way I wanted it to be”
Contact us:
Bronwyn Hannaford
[email protected]
Coordinator of a primary Autism
Intervention Unit for students from
Reception to Year 6.
Catherine Davies
[email protected]
Disability Coordinator from DECD
Support Services.
Vanessa Alexander
ASD consultant
References:
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Aspy, R. & Grossman, B. (2007) The Ziggurat Model: A Framework for Designing Comprehensive Interventions
for Individuals with High-Functioning Autism and
Asperger Syndrome. Shawnee Misson, Kansas. Autism Asperger Publishing Co.
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Henry, S. & Myles S. B. (2007) The Comprehensive Autism Planning System (CAPS) for Individuals with
Asperger Syndrome, Autism, and Related Disabilities: Integrating Best Practices Throughout the Student’s Day.
Shawnee Misson, Kansas. Autism Asperger Publishing Co.