| Foreword |
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xiii | |
| Introduction |
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1 | (1) |
| Components of the Ziggurat Model |
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2 | (1) |
| Strengths of the Ziggurat Model |
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3 | (1) |
| Chapter Highlights |
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4 | (1) |
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5 | (28) |
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6 | (2) |
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High-Functioning Autism and Asperger Syndrome |
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8 | (1) |
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9 | (2) |
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Diagnostic Criteria and Associated Features |
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11 | (4) |
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11 | (1) |
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Restricted Patterns of Behavior, Interests, and Activities |
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12 | (1) |
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13 | (2) |
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15 | (5) |
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15 | (1) |
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16 | (1) |
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17 | (2) |
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19 | (1) |
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Other Disorders Associated with HFA/AS |
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20 | (1) |
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Theoretical Perspectives on HFA/AS |
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21 | (9) |
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Theory of Executive Dysfunction |
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21 | (3) |
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24 | (3) |
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Theory of Weak Central Coherence |
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27 | (2) |
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The Interrelationships Among the Three Theoretical Perspectives |
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29 | (1) |
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30 | (1) |
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30 | (3) |
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33 | (36) |
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Functional Behavioral Assessment |
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34 | (10) |
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36 | (3) |
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Components of a Functional Behavioral Assessment |
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39 | (4) |
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Interventions Based on Functional Behavioral Assessment |
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43 | (1) |
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44 | (8) |
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44 | (3) |
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47 | (5) |
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The Underlying Characteristics Checklist and the Individual Strengths and Skills Inventory |
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52 | (12) |
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Using the ABC-Iceberg and the UCC |
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54 | (10) |
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64 | (2) |
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66 | (1) |
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67 | (2) |
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The Intervention Ziggurat: Framework for Change |
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69 | (64) |
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70 | (13) |
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72 | (1) |
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73 | (4) |
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Structure and Visual/Tactile Supports |
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77 | (1) |
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78 | (3) |
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81 | (2) |
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Interdisciplinary Approach |
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83 | (9) |
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Moving From Assessment to Intervention Design |
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92 | (36) |
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92 | (5) |
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Two Paths for Intervention |
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97 | (31) |
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Strengths of the Ziggurat and CAPS Models |
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128 | (2) |
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128 | (1) |
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128 | (1) |
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Comprehensive Intervention |
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129 | (1) |
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129 | (1) |
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130 | (1) |
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131 | (2) |
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133 | (40) |
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Sensory and Motor Interventions |
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134 | (5) |
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Sensory Integration Approaches |
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135 | (2) |
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137 | (2) |
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139 | (7) |
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141 | (2) |
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143 | (2) |
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145 | (1) |
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Considerations for Incorporating Pharmacotherapy in Treatment |
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146 | (1) |
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Other Biological Interventions |
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146 | (1) |
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Application of the Ziggurat Model |
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147 | (24) |
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Case Study - Steve Goes to College |
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148 | (10) |
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Case Study - Penny and Her Insects |
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158 | (13) |
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171 | (1) |
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171 | (2) |
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173 | (20) |
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Reinforcement as an Alternative to Punishment |
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174 | (10) |
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Exemplary Reinforcement-Based Interventions |
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175 | (4) |
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Considerations for Incorporating Reinforcemen |
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179 | (5) |
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Application of the Ziggurat Model |
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184 | (7) |
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Steve's Reinforcement Interventions |
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184 | (3) |
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Penny's Reinforcement Interventions |
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187 | (4) |
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191 | (1) |
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191 | (2) |
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Structure and Visual/Tactile Supports |
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193 | (32) |
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195 | (1) |
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196 | (3) |
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197 | (2) |
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199 | (1) |
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199 | (1) |
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200 | (3) |
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202 | (1) |
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203 | (2) |
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204 | (1) |
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205 | (2) |
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206 | (1) |
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207 | (1) |
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Research Support and Considerations for Incorporating Virtual Environments |
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208 | (1) |
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Other Visual and Structural Supports |
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208 | (7) |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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Personal Digital Assistant |
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211 | (1) |
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Timers, T-Charts, and Checklists |
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212 | (2) |
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214 | (1) |
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Application of the Ziggurat Model |
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215 | (8) |
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Steve's Structure and Visual/Tactile Support Interventions |
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215 | (3) |
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Penny's Structure and Visual/Tactile Support Interventions |
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218 | (5) |
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223 | (1) |
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224 | (1) |
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225 | (36) |
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Three Essential Questions |
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227 | (8) |
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228 | (6) |
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Other Task Demand Considerations |
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234 | (1) |
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Task Demand Interventions |
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235 | (17) |
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235 | (5) |
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Restricted Patterns of Behavior, Interests, and Activities |
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240 | (2) |
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242 | (2) |
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244 | (1) |
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244 | (2) |
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246 | (2) |
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248 | (4) |
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252 | (1) |
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Application of the Ziggurat Model |
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252 | (7) |
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Steve's Task Demand Interventions |
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252 | (3) |
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Penny's Task Demand Interventions |
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255 | (4) |
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259 | (1) |
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259 | (2) |
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261 | (40) |
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263 | (8) |
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Theory of Mind Skills and Analysis of Social Situations |
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264 | (2) |
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266 | (4) |
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Considerations for Teaching Social Skills |
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270 | (1) |
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Restricted Patterns of Behavior, Interests, and Activities |
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271 | (2) |
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272 | (1) |
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273 | (3) |
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274 | (2) |
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276 | (1) |
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Research Support and Considerations for Teaching Skills to Address Sensory Needs |
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277 | (1) |
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277 | (3) |
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Learning Disability in Math |
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278 | (1) |
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Learning Disability in Reading |
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278 | (1) |
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Differences in Executive Functioning |
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278 | (1) |
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Other Cognitive Differences |
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279 | (1) |
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279 | (1) |
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280 | (1) |
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281 | (1) |
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281 | (4) |
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281 | (1) |
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282 | (2) |
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284 | (1) |
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Application of the Ziggurat Model |
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285 | (14) |
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Skills to Teach Interventions - Steve |
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285 | (5) |
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Skills to Teach Interventions - Penny |
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290 | (9) |
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299 | (1) |
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299 | (2) |
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301 | (18) |
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Why Use the Ziggurat Model? |
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302 | (1) |
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Strengths of the Ziggurat Model |
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302 | (1) |
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303 | (2) |
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305 | (1) |
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306 | (1) |
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307 | (3) |
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Structure and Visual/Tactile Supports |
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310 | (1) |
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310 | (1) |
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311 | (3) |
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314 | (2) |
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Troubleshooting Process - Steve |
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314 | (1) |
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Troubleshooting Process - Penny |
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315 | (1) |
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316 | (1) |
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317 | (2) |
| References |
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319 | (22) |
| Index |
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341 | (10) |
| Appendix A: Intervention Ziggurat |
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351 | (2) |
| Appendix B: Individual Strengths and Skills Inventory (ISSI) |
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353 | (2) |
| Appendix C: Global Intervention Plan: Guide to Establishing Priorities |
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355 | (2) |
| Appendix D: Specific Intervention Plan: Guide to Establishing Priorities |
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357 | (4) |
| Appendix E: Ziggurat Worksheet |
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361 | (2) |
| Appendix F: Comprehensive Autism Planning System (CAPS) |
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363 | (2) |
| Appendix G: Modified Comprehensive Autism Planning System (M-CAPS) |
|
365 | (2) |
| Appendix H: Vocational Comprehensive Autism Planning System (V-CAPS) |
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367 | |
