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The Ziggurat Model: A Framework for Designing Comprehensive
Interventions for Individuals With
High-Functioning Autism and Asperger Syndrome
Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D.
Foreword by Gary B. Mesibov, Ph.D., Director of Division TEACCH
The Ziggurat Model won the Autism Society of America's National Award for Literary Work of the Year in Education
can put into practice with ease
The Ziggurat Model is a system for designing comprehensive interventions for individuals with autism spectrum disorders.
The status quo of intervention is to treat the visible behaviors. This narrow, band-aid approach fails to address the true need—underlying hidden deficits—and provide for sustained change. No single solution is sufficient to resolve complex needs. The Ziggurat Model is a research-centered system that capitalizes on strengths in order to address underlying deficits. It is assessment driven and provides a framework that guides parents and professionals to ensure that complex needs are fully addressed.
There are five tiers of the Ziggurat which are each supported by research. As such, the model identifies essential areas required in the development of a research supported treatment plan.
Recent trends in special education law emphasize the use of scientifically based research
approaches along with a focus on Response to Intervention (RTI). Additionally, there is a
strong push in our schools for incorporating positive behavioral interventions and supports
(PBIS) based on a functional behavioral assessment. The Ziggurat Model is consistent
with these practices.
The Ziggurat Model is unique by being simple to use while being comprehensive and thorough. While it is easy to find
volumes of information describing specific interventions, it is difficult to find information on how to develop an intervention
plan.
Designed to simplify a complex process, parents and professionals will find the
framework of the Ziggurat Model to be a useful guide in developing more thorough and effective interventions.
While the Ziggurat Model is designed to address the needs of all individuals with autism spectrum disorders, this book is
written explicitly for those who are higher functioning. The book includes assessment tools, case scenarios, and many
interventions that were developed with their needs in mind.
The book comes with one complimentary copy of the Underlying Characteristics Checklist (UCC-HF)
Listen to an interview with Drs. Aspy and Grossman
Lee Stickle, Co-Director of the Kansas Instructional Support Network, recently interviewed Drs. Aspy and Grossman about the Ziggurat Model. Click here to listen to the podcast.
Why was the Ziggurat Model Created?
The Ziggurat Model was created when Drs. Aspy and Grossman sought to speak to teachers about how to work with students on the autism spectrum. They wanted to improve services for individuals on the autism spectrum. In planning the presentation, they discussed the common pitfalls in typical approaches to developing intervention plans. First, while parents and professionals often felt lost in how to help. Often, interventions were haphazardly assembled without giving thought as to which would be appropriate for a specific person or to address a specific behavior. Next, intervention plans were made without a complete picture of the person’s challenges. Simply put, parents and professionals were working in the dark. Moreover, without an understanding of autism, there was a tendency to label behaviors—and individuals—as being defiant or oppositional. Last, there was a tendency to adopt a few intervention techniques in an attempt to address complex needs. In doing so, critical needs were overlooked.
Drs. Aspy and Grossman created the Ziggurat model in response to these and other concerns. The Ziggurat Model offers a step-by-step process for addressing the complex needs of individuals on the spectrum. It is a roadmap in which to navigate the maze. The Model incorporates assessment tools that help users to identify the deficits and strengths of an individual on the spectrum and to better understand behaviors. Once these are known, interventions can be developed to target the challenges while building on strengths and established skills. A key premise of the model is that autism is a pervasive developmental disorder. It is shortsighted to think that a narrow approach will address complex needs. The Ziggurat Model results in a comprehensive intervention plan. The Model provides a five-tiered framework that an intervention plan must address. Use of the levels facilitates a more complete intervention plan.
How are Parents and Professionals Using the Ziggurat Model?
The Ziggurat Model is being used by parents and professionals all around the world. The model has been adopted at both the state-wide and district-wide levels. Universities have incorporated it into preservice training and parents are using the model in the home environment. We like to know how people are using and implementing the Ziggurat Model. Click here to learn more about how the model is being used.
Q: What is a Ziggurat?
A: A ziggurat is a terraced or stair-stepped pyramid. We use the levels of the ziggurat to represent different areas of intervention for individuals with autism spectrum disorders.
Q: The title of your book says, "High-Functioning." Is the model used for classic autism?
A: The model is for people across the whole spectrum and of all ages. It is being used widely with students with classic ASD. We emphasized high functioning in the book because we see this group as the least well served currently.
A reminder, the model is a framework into which the strategies are plugged. The framework helps to make sure that critical areas are not left unaddressed (the reason so many interventions fail and the reason for many unnecessary meltdowns). Once users have learned the model, they can choose the strategies appropriate for the individual and "plug" them in at the appropriate level.
Q: Why aren't communication and social skills levels on the Ziggurat?
A: The levels of Ziggurat represent areas for intervention. They are collectively referred to as the Intervention Ziggurat. Each level is designed to address the characteristics of autism such as communication and social skill deficits. One may develop interventions to address these needs on any level of the Intervention Ziggurat.
Q: What is a Task Demand intervention?
A: Task Demands interventions involve removing obstacles or providing supports to facilitate success. Task demand interventions are designed to ensure that students are not required to participate in activities or to complete assignments that exceed their abilities. A reduction of demands and the addition of supports is required to facilitate success.
Q: What is the ISSI and where can I find it?
A: The Individual Strengths and Skills Inventory (ISSI) is an assessment tool that parallels the Underlying Characteristics Checklist (UCC). The purpose of the ISSI is to help to identify strenghts to use when designing a comprehensive intervention plan. It is provided in the textbook edition of the book but is not in the current non-textbook version. The form may be downloaded. Click here to download the form.
Q: Why does the Ziggurat Worksheet look different on the case examples provided on this website?
A: We revised the form to make it more user-friendly. The new version is provided in the textbook edition and may be downloaded. Click here to download the form.
Q: What is the CAPS Model and how is it related to the Ziggurat Model?
A: The Comprehensive Autism Planning System (CAPS) was designed by Shawn Henry. The CAPS helps teams to move from intervention design (using the Ziggurat Model) to implementation. In short, CAPS guides the process of making a plan a reality. You can read more about the CAPS by clicking here.
Q: How can I learn more about the Ziggurat Model?
A: The books describe the process and each level of the Intervention Ziggurat in detail. We offer workshops and present at national conferences. To look at our upcoming presentations, click here.
“A practical and helpful book that provides a comprehensive approach to intervention for more able individuals
with
autism and Asperger Syndrome. The book is enhanced by use of cases and diagrams and has a practical orientation. It
will be of great benefit to professionals and parents alike.”
– Fred R. Volkmar, M.D., Director, Child Study Center, Irving B. Harris Professor of Child
Psychiatry, Pediatrics and Psychology,
Yale University School of Medicine; Chief, Child
Psychiatry, Children’s Hospital at Yale New Haven
“In the past ten years, I have seen three materials that I believe have the potential to advance the progress of children
and youth with ASD. One is the Ziggurat model. Aspy and Grossman understand AS/HFA in a way that most people
do not. They have a created a simple-to-use, yet comprehensive model to ensure that children’s needs are met
throughout the school day. The Ziggurat program is innovative, based on best practices and focused on the child’s
needs. I wish that I would have created this model. It is simply brilliant.”
– Brenda Smith Myles, Ph.D., University of Kansas, Internationally known presenter and writer
on issues related to autism spectrum disorders
“With the Ziggurat Model of Intervention, Drs. Aspy and Grossman have synthesized the research on program planning
and functional behavior assessment into a useful and user-friendly decision model leading to the development of
truly comprehensive, functionally determined educational and behavior support plans. Highly recommended.”
– Peter F. Gerhardt, Ed.D., President, Organization for Autism Research
“Comprehensive and well-researched, but also understandable and accessible, the ZM addresses the multi-faceted
needs of children with AS and HFA in the school setting. Its very premise is that while there are commonalities, the
characteristics of autism impact every student differently. This program is ingenious in that it creates an individualized
plan and a framework in which to implement it. It is a well-oiled mechanism that smoothes the wrinkles out of the
school day for every child. In addition, as a parent it’s exciting for me to think of the multitude of ways we can further
use the information we gain about our kids through, for example, using the UCC (Underlying Characteristics
Checklist). The ZM is not merely a support system, but a celebration of what is unique about our kids on the spectrum
and a springboard for their future.”
– Kristi Sakai, Mother of three children with Asperger Syndrome and author of Finding Our Way:
Practical Solutions for Creating a Supportive Home and Community for the Asperger Syndrome Family
“I love this book! In this much-anticipated publication, Aspy and Grossman have done an exceptional job at providing a
user-friendly process and framework for designing comprehensive interventions for individuals with autism spectrum disorders.
It is a must-have reference for all educators, clinicians, and parents who work and live with children with ASD.”
– Amy E. Bixler Coffin, M.S., Educational autism administrator, Ohio Center for Autism and Low
Incidence (OCALI)
“Ruth and Barry have finally done what so many of us have tried to do for years. The Ziggurat Model is truly a framework
for understanding how autism affects a given individual, and for planning interventions that follow from that
understanding. What’s more, it does so without diminishing the contributions of so many others in the field who
have contributed to our current knowledge. The Ziggurat Model is easy to understand, practical, and could potentially
impact the education and support of thousands of people on the autism spectrum.”
– Daniel Davidson, Ph.D., Northern Arizona University
“I found this book to be extremely thorough and comprehensive. There are many applications for a text like this. I
personally would like to buy
about 10 copies and hand them out to all of my child’s special and general education teachers, but I also believe that other team members (psychologists,
therapists, and parents) can benefit from this comprehensive
resource. The book does an excellent job of painting a picture that will help many “see” autism
and understand
that a comprehensive plan can make a huge difference. I’ve had the privilege of working with the authors and know that their comprehensive
view and strategies have helped my child.”
– Doris Fisk, Registered nurse and parent
[TOP]
Click to read a review in the
OCALI Sphere
Click to read a review in ADVANCE for Speech-Language Pathologists and Audiologists
Click to read a review in FASTimes - a publication of the University of Miami/NOVA Southeastern University Center for Autism and Related Disabilities
Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome: The Ziggurat Model
Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D.
Foreword by Gary B. Mesibov, Ph.D., Director of Division TEACCH
The textbook edition enhances the teaching of undergraduate and graduate courses, as well as professional development workshops by providing instructors with the following:
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An instructor manual complete with chapter summaries, case study reminders, recommendations for in-class activities, project ideas, and paper topic ideas
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An instructor CD-Rom complete with text-based PowerPointTM presentations and tests for each textbook chapter and a comprehensive exam, all of which may be modified by the instructor as desired
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Additional online instructor tools such as case studies
Read chapter excerpts and view table of contents here
Click here to order book
Another Invaluable Tool for Comprehensive Assessment and Intervention Design by the Authors of the Ziggurat Model
Developed as a component of the Ziggurat Model, the Underlying Characteristics Checklist (UCC) is an informal, nonstandardized
assessment tool designed to identify characteristics across a number of domains associated with ASD. It is not
designed or intended for diagnosis of ASD. The UCC is especially helpful for those working with school-aged individuals
as the information gathered from the UCC provides a starting point for developing an IEP.
In tandem, the UCC and ISSI and the Ziggurat Model lead to a program that is based on individual needs
and strengths and uses the best practices in the field.
UCC-HF – intended for individuals who are high functioning, including those with Asperger Syndrome.
Package contains 1 instructional manual and 20 blank checklists
Click to order from AAPC
UCC-CL – intended for those who present more classic autism characteristics. The term “classic” is used to describe those
who have significant cognitive and speech-language challenges.
Package contains 1 instructional manual and 20 blank checklists
Click to order from AAPC
When designing a comprehensive intervention, it is important to consider strengths and skills. The Individual Strengths and Skills Inventory (ISSI) paralells the UCC and provides a format for teams to identify these important factors.
Updated Ziggurat Model Forms
Since the release of the Ziggurat Model, additional forms have been created and others updated. Click the links on the right to download these forms.
Intervention Ziggurat
Global Intervention Plan: Guide to Establishing Priorities (New)
(Word Vers)
The Comprehensive Autism Planning System (CAPS) for Individuals with Asperger Syndrome, Autism, and Related Disabilities
Integrating Best Practices Throughout the Student's Day
Shawn Henry and Brenda Smith Myles
Foreword by Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D.
The Ziggurat Model may be used alone or in combination with the CAPS model. Each of these models is strong, but together they are even stronger.
Click here to read more about CAPS.
Click to order from AAPC.
CAPS Forms
CAPS forms are available in both Adobe and Word formats. Click on the links to the right to download the forms.
The CAPS form is intended for elementary school children.
The M-CAPS is intended for secondary students.
The V-CAPS is for use with individuals in vocational settings.
Click to Download
COMPREHENSIVE PROGRAM PLANNING FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS
Brenda Smith Myles, Ph.D.
Shawn Henry, M.S.
Barry G. Grossman, Ph.D.
Ruth Aspy, Ph.D.
Read our article on creating sustainable change from Focus on Exceptional Children.
Click here or on image to download the article
Smith, S. M., Myles, B. S., Aspy, R., Grossman, B. G., & Henry, S. A. (2010). Sustainable change in quality of life for individuals with ASD: Using a comprehensive planning process. Focus on Exceptional Children, 43(3), 1-24.
Read our recent article from the International Journal of Early Childhood Special Education.
Click here or on image to download the article
Myles, B.S., Grossman, B.G., Aspy, R., & Henry, S.A. (2009). Planning a Comprehensive Program for Young Children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education, 1(2), 164-180.
Read our recent article on the CAPS and Ziggurat Models published in the ASA Advocate
Click on here or on image to download the article
Myles, B.S., Henry, S.A., Coffin, A.B., Grossman, B.G., & Aspy, R. (2007). The CAPS & ziggurat models: Planning a comprehensive program for students with autism spectrum disorders using evidence-based practices. Autism Advocate, 48(3), 16-20.
Read our recent article on comprehensive planning using the Ziggurat and CAPS Models published in the journal: Education and Training in Developmental Disabilities.
Click on here or on image to download the article
Myles, B.S., Grossman, B.G., Aspy, R., Henry, S., & Coffin, A.B. (2007). Planning a Comprehensive Program for Students with Autism Spectrum Disorders Using Evidence-Based Practices. Education and Training in Developmental Disabilities, 42(4), 398-409.
Click to read case examples using the Ziggurat and CAPS Models
Myles, B.S., Grossman, B.G., Aspy, R., & Henry, S.A. (2009). Planning a Comprehensive Program for Young Children with Autism Spectrum Disorders. International Journal of Early Childhood Special Education, 1(2), 164-180. [CLICK TO DOWNLOAD ARTICLE]
Aspy, R., & Grossman, B.G. (2008). Ziggurat Model. In B.S. Myles, T. C. Swanson, J. Holversott, & M. Duncan (Eds.) Autism Spectrum Disorders: A handbook for parents and professionals. Portsmouth, NH: Praeger Publishing.
Myles, B.S., Grossman, B.G., Aspy, R., Henry, S., & Coffin, A.B. (2007). Planning a Comprehensive Program for Students with Autism Spectrum Disorders Using Evidence-Based Practices. Education and Training in Developmental Disabilities, 42(4), 398-409. [CLICK TO DOWNLOAD ARTICLE]
Aspy, R., & Grossman, B.G. (2007). Assessing autism spectrum disorders: Guidelines for parents and educators. Autism Advocate, 48(3), 11-14. [CLICK TO DOWNLOAD ARTICLE]
Myles, B.S., Henry, S.A., Coffin, A.B., Grossman, B.G., & Aspy, R. (2007). The CAPS & ziggurat models: Planning a comprehensive program for students with autism spectrum disorders using evidence-based practices. Autism Advocate, 48(3), 16-20. [CLICK TO DOWNLOAD ARTICLE]
Smith, S. M., Myles, B. S., Aspy, R., Grossman, B. G., & Henry, S. A. (2010). Sustainable change in quality of life for individuals with ASD: Using a comprehensive planning process. Focus on Exceptional Children, 43(3), 1-24. [CLICK TO DOWNLOAD ARTICLE]