How Are You Zigging?
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 pre-service training and parents are using the model in the home environment. We like to know how people are using and implementing the Ziggurat Model. In short, we want to know how people are “Zigging.”
Please let us know how you are Zigging. You can e-mail us at: firstname.lastname@example.org
The information summarized below was reprinted with permission from:
Autism Asperger Publishing Company (2008). A Comprehensive Planning Process for Students with Autism Spectrum Disorders and Related Disabilities: The Ziggurat Model and Comprehensive Autism Planning System. Shawnee Mission, KS:Autism Asperger Publishing Company.
Click here to download article.
Ohio Center for Autism and Low Incidence
OCALI provides large-group training to teams serving individuals from ages 3 to 21 comprised of multiple disciplines, including, but not limited to, a general educator, special educator, parent, and administrator, who volunteer to learn the process. Each team is assigned an OCALI facilitator who has training and experience using the model. They meet with the facilitator monthly or bimonthly in person or using technology (i.e., WebEx, interactive video, Skype) for consultative support and professional development. At each meeting, team members are provided a brief inservice workshop on interventions that relate to each level of the Ziggurat and CAPS. Presentations can consist of the Autism Internet Modules (www.autisminternetmodules.org), DVDs, or traditional lecture formats. Team members with expertise in particular areas are encouraged to train their colleagues. Teams participate in an additional mid-year training on how to apply the Ziggurat Model and CAPS as an FBA tool.
A group of principals who attended an intensive training on the Ziggurat Model and CAPS decided to use the process to address job targets for their staff. The group initiated a book study among teams in their school to introduce the process. Following the book study, the principals sponsored an intensive training for teams in their schools. A facilitator, employed by one of the state’s special education resource centers, provides ongoing support in each participating building.
The Autism Programs at the University of New Mexico’s Center for Development and Disability (CDDC)
The CDDC uses team training to address the needs of individuals with ASD post high school graduation. Following a two-day training on the Ziggurat Model and CAPS targeted to teams of Department of Health providers across the state, the CDDC provides six weeks of follow-up. Specifically, each team receives one and one-half to two hours of coaching, mentoring, and video feedback using a face-to-face or telehealth/interactive video-facilitated meeting. The goal of this first meeting is for the CDDC facilitators to get to know the client via video, to get to know the team, and to introduce project logistics. CDDC staff visit the groups at their sites on a second visit to facilitate a team UCC and a global intervention plan for each team. The next six sessions focus on group coaching and mentoring around the client. Teams are asked to provide three videotapes over the six-week sessions to show progress on implementing their global intervention plan. The CDDC facilitator provides feedback, targeted professional development, and brainstorming based on the videotape. Department of Health providers can then serve as facilitators to support the use of the Ziggurat and CAPS models with others. The states of Kentucky and Illinois are using a similar process.
The state of Kansas uses a train-the-trainer model. Individuals considered highly knowledgeable in ASD are recruited to participate in intensive three-day training. Potential trainers then conduct a book study focusing on the comprehensive training tools, coaching, and mentoring under the guidance of the Kansas Instructional Support Network (http://www.kansasasd.com/KSASD/Home.html). Trainers are then charged with supporting teams who attend intensive training and implement the Ziggurat Model and CAPS.
Arizona, Minnesota, and Kansas
University training on comprehensive planning is provided to potential special educators. Coursework is presented around the models, and undergraduate or graduate students implement the Ziggurat Model and CAPS throughout their coursework and field placements. The three state universities in Arizona use this model. A similar pilot is taking place at universities in Kansas and Minnesota.