Developing Meaningful Goals - Handouts

Tri-State ASD 2018-2019 Webinar 11/28/2018
Series
DEVELOPING
MEANINGFUL GOALS FOR
STUDENTS WITH AUTISM
Ruth Aspy, Ph.D.

The Ziggurat Group
www.texasautism.com
Ruth Aspy, Ph.D. 1

Series
POLL
Without looking, can you

define FAPE?
a. Yes
b. No
POLL
 Without looking, can you list the

three goals of Special Education
in the U.S. ?
a. Yes
b. No
Ruth Aspy, Ph.D. 2

Series
THE PURPOSE
OF SPECIAL EDUCATION
 To ensure that all children with disabilities
have available to them a free appropriate
public education that emphasizes special
education and related services designed to
meet their unique need and prepare
them for further education,
employment, and independent living
(IDEA) §300.1 (emphasis added)
IDEA: GOALS OF SPECIAL EDUCATION
Further Education
Employment
Independent Living
Ruth Aspy, Ph.D. 3

Series
ROSE CAPACITIES
 The Rose Capacities outline what Kansas
students should know and be able to do.
 There is also an emphasis on preparing for
life after high school.
 Cited in the Kansas Supreme Court’s March
2014 Gannon v State of Kansas school
finance decision.
KANSAS ASSOCIATION OF SCHOOL BOARDS, 2014
ROSE CAPACITIES (1/2)
 Sufficient oral and written communication skills to enable

students to function in a complex and rapidly changing
civilization
 Sufficient knowledge of economic, social, and political
systems to enable the students to make informed choices
 Sufficient understanding of governmental processes to
enable the students to understand the issues that affect
his or her community, state, and nation
 Sufficient self-knowledge and knowledge of his or her
mental and physical wellness
Ruth Aspy, Ph.D. 4

Series
ROSE CAPACITIES (2/2)
 Sufficient grounding in the arts to enable each student

to appreciate his or her cultural and historical
heritage
 Sufficient training or preparation for advanced training
in either academic or vocational fields so as to enable
each child to choose and pursue life work intelligently
 Sufficient levels of academic or vocational skills to
enable public school students to compete favorably
with their counterparts in surrounding states, in
academics or in the job market
GOALS OF IDEA
AND ROSE CAPACITIES
RELATIONSHIP
Ruth Aspy, Ph.D. 5

Series
Rose preparation
Capacities oral and for
written advanced
communi- training
cation
skills
self-
knowledge
Goal of IDEA Further Education
Rose academic
oral and or
Capacities written vocational
communi- skills
cation
skills
self-
knowledge
Goal of IDEA Employment
Ruth Aspy, Ph.D. 6

Series
Rose
Capacities knowledge of
economic,
oral and social, and
written political
communica systems
tion skills
self-
knowledge
Goal of IDEA Independent Living
STATE STANDARDS, ROSE CAPACITIES, IDEA

RELATIONSHIPS
Ruth Aspy, Ph.D. 7

Series
Kansas SL.5.1c Pose &

Standards respond to
questions by making
for comments that
contribute to the
SL.5.1b Follow
agreed-upon
discussion and rules for
English elaborate on the discussions and
remarks of others. carry out
Language assigned roles.
Arts (Grade 5 – SL.5.6. Adapt speech

Speaking and to a variety of contexts
and tasks, using formal
Listening) English when
appropriate
to task and situation.
Rose
Capacities Oral Communication Skills
IDEA Goals Further Education, Employment, Independent Living
Kansas Analyze multiple

accounts of the Adhere to the
fundamental
Standards same event or
topic, noting principles of common
for History similarities &
differences in the
good and justice for
all
Government point of view
they represent
Civics skill 5th grade
and Social KCCRS RI.5.6
Exhibit decision
Studies making based on
an
understanding of
consequences
and cost/benefit
Economic Skills 5th
Grade
Rose
Capacities Knowledge of economic, social, and political systems
Ruth Aspy, Ph.D. 8

Series
OBJECTIVES, STATE STANDARDS,

ROSE CAPACITIES, IDEA
RELATIONSHIPS
Student will ask three

follow-up questions on
one topic within 0-2
seconds with one
verbal prompt (“Ask a
IEP objective follow-up question”)

(assign criteria for
mastery).
Within 2 seconds,
student will correctly
identify the topic in
fast-paced audio
recordings within a
structured setting
(assign criteria for
mastery).
Kansas Standards
for English
Language Arts
SL.5.1b Follow agreed-upon rules for discussions and
(Grade 5 – Speaking
and Listening)
carry out assigned roles
Rose Capacities Oral Communication Skills
Ruth Aspy, Ph.D. 9

Series
CURRENT OUTCOMES
ARE WE REACHING THE GOALS?
DO SPECIAL EDUCATION STUDENTS HAVE THE CAPACITIES WHEN THEY GRADUATE?
INDEPENDENT LIVING: 20%
Newman
NLTS2, 2016 et al. (NLTS2), 2011
Ruth Aspy, Ph.D. 10

Series
FULL-TIME EMPLOYMENT - ASD
14% 15%
https://www.forbes.com/sites/karenhigginbottom/2018/05/31/
the-benefits-of-employing-people-with-autism/#2736ecc0772c
UNEMPLOYMENT
Unemployment Rate of National

College Grads with Autism Unemployment Rate
85% 4.5%
https://www.forbes.com/sites/karenhigginbottom/2018/05/31/the-benefits-of-employing-people-with-autism/#517f9077772c
Ruth Aspy, Ph.D. 11

Series
SOCIAL
EXCLUSION
54% not invited to
activities with friends
69% never saw friends
65% never talked with

friends on the phone
NLTS2, 2016,
CRITICAL SKILLS - QUESTION
Write down 3 skills that are

critical to further education,
employment, and independent
living.
Ruth Aspy, Ph.D. 12

Series
POLL
Did you include conversation in

your list?
a. Yes
b. No
CONVERSATION ABILITY & OUTCOMES
Ruth Aspy, Ph.D. 13

Series
Ruth Aspy, Ph.D. 14

Series
OUTCOMES
 What is the significance of these
outcomes?
 How might these outcomes
impact the goals and objectives
for students with ASD in your
setting?
Further Education Employment Independent Living
Ruth Aspy, Ph.D. 15

Series
GREAT RESOURCES FOR

CONVERSATION GOALS AND OBJECTIVES
Ruth Aspy, Ph.D. 16

Series
SELF-REGULATION DEFINED:
SELF-REGULATION DEFINED:
• The ability to control one’s own behavior
•• The
The ability
ability to
forcontrol one’s
the mind own behavior
to organize itself
•• The
The ability
ability for the mind to
to modulate organize– itself
emotions to soothe oneself when
• The ability to modulate emotions – tofeelings
distressed or to express or suppress soothe oneself when
• distressed or to express or suppress feelings
The ability to adapt to new people and new situations
•• The
The ability
ability to
to adapt
matchtoarousal
new people
level toand
thenew
tasksituations
or situation
•• The ability to match arousal level to the task or
The ability to set a goal and adjust behavior to reach situation
that goal
•• The
The ability
ability to
to set
deala with
goal and adjust behavior to reach that goal
frustration
• The ability to deal with frustration
WRITING GOALS AND OBJECTIVES

GOALS SHOULD:
Ruth Aspy, Ph.D. 17

Series
IDEA: IEP MUST INCLUDE

(2)(i) A statement of measurable annual goals, including
academic and functional goals designed to—
 (A) Meet the child’s needs that result from the
child’s disability to enable the child to be involved in
and make progress in the general education curriculum;
and
 (B) Meet each of the child’s other educational needs
that result from the child’s disability;
IDEA
GOALS SHOULD
FOCUS ON LEARNING AND
BEHAVIORAL PROBLEMS RESULTING FROM ASD
Ruth Aspy, Ph.D. 18

Series
NEEDS THAT RESULT

FROM THE CHILD’S DISABILITY
 Programming for students served under

the category of autism should be
designed to address the underlying
autism – social, communication,
repetitive behaviors and
interests/difficulty with change.
Goals and objectives must reflect this
focus.
related to needs that result from

the child’s disability - ASD
FOCUS
OF ▶ Social
▶ Behavior, Interests, and Activities
GOALS ▶ Communication
▶ Sensory Differences
▶ Cognitive Differences
▶ Motor Differences
▶ Self-Regulation/Emotional
Vulnerability
Ruth Aspy, Ph.D. 19

Series
ADDRESS THE DISABILITY
IEP IEP
Name: John Name: Luis
Eligibility: LD Eligibility: AU
Goals Goals
“YOU CAN’T DO
SOMETHING FOREVER.”
BOB DYLAN
Ruth Aspy, Ph.D. 20

Series
GOALS SHOULD
ADDRESS THE NEEDS SUMMARIZED IN THE PRESENT LEVELS
OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL
PERFORMANCE
PRESENT related to needs that result

LEVELS from the child’s disability
▶ Social
▶ Behavior, Interests, and Activities
▶ Communication
▶ Sensory Differences
▶ Cognitive Differences
▶ Motor Differences
▶ Self-Regulation/Emotional
Vulnerability
Ruth Aspy, Ph.D. 21

Series
There must be a direct relationship

between the needs identiﬁed in the PLEP and the goals.
What does this

student need to
learn next?
GOALS
Present
Next
Level
Ruth Aspy, Ph.D. 22

Series
Iceberg Mavi
Skill
Follow agreed-upon rules for

discussions and carry out
assigned roles when working in a
small group(2 peers) to create an
art project.
Underlying
Characteristics* Difficulty with rules of Difficulty understanding
conversation nonverbal communication
Difficulty following Difficulty asking for help
instructions
Lacks tact or appears rude
Poor eye contact
Less involved in group
Mindblindness activities
Difficulty joining Difficulty maintaining personal
space
*As determined through the Underlying Characteristics Checklist © Ruth Aspy, Ph.D. and Barry G. Grossman, Ph.D.
During a slow-paced In a natural

conversation in a conversation with
GOALS structured setting, peers, student will
student asks at least ask at least one
one follow-up follow-up question
question within 0-2 within 0-2 seconds
seconds with one with one verbal or
verbal or gesture gesture prompt
prompt. (assign criteria for
mastery).
Present
Next
Level
Ruth Aspy, Ph.D. 23

Series
GOALS SHOULD
Be meaningful, measurable,
able to be monitored, and useful in decision-making
DESCRIBE ONLY WHAT THE STUDENT CAN

REASONABLY BE EXPECTED TO ACCOMPLISH WITHIN
ONE SCHOOL YEAR IEP
Present Level Objective

Maintain a During a natural
conversation with a conversation, student
peer for a minimum will spontaneously use
of two a sad voice intonation
conversational turns One to make a
school
in structured setting year conversation
with visual supports. believable (assign
criteria for mastery).
Ruth Aspy, Ph.D. 24

Series
CONTEXT,
GOALS,
AND OBJECTIVES –
CONTEXT VS. SKILLS
To increase the effectiveness

of all types of training, we
need to contextualize the
skills. Situational trainings are
preferable to skill trainings.
Vermeulen
Ruth Aspy, Ph.D. 25

Series
CONTEXT VS. SKILLS
Instead of formulating goals

in terms of skills (e.g., learn
to greet people, learn to have
a conversation), we would do
better to set goals in terms of
contexts.
Vermeulen
Skill Context
Engage in a Appropriately take turns in
conversation conversation about the
communication partner’s
Wait for his turn interest with 85% accuracy
•With adult during individual
instruction
•With peer during small
group activity
•With peers in the
cafeteria at breakfast
Ruth Aspy, Ph.D. 26

Series
Skill Context
Will recognize Identify basic emotions
emotions using the following
sequence 7 out of 10
opportunities:
• In drawings and photos
• In stories and video
• In role play using “freeze”
• In morning meeting
with assistance
• In morning meeting
without assistance
Description
Contextualized
of Current
Objective
Functioning
 Difficulty Making or
 Using a social behavior map
keeping Friends
Paul will identify behaviors
 If things do not go his way in a specific context as
he may growl or hit others expected or unexpected
on the playground  In the cafeteria before school
 Becomes nervous when he  During Reading Circle
is required to interact with  On the playground during structured

play activities
others during circle time
Ruth Aspy, Ph.D. 27

Series
BRYAN
Bryan - Background
▶ Elementary School Student - ASD
▶ Over 25 In School Suspensions
▶ Hides under desk
▶ “Work refusal”
▶ Body slams adults and peers
▶ Leaves class
▶ Teased by peers
Ruth Aspy, Ph.D. 28

Series
Bryan - IEP
▶ Has 42 objectives in IEP – 40 of those
are academic (writing/grammar, number
operations, penmanship, geometry and
spatial reasoning, geography)
Bryan – “Psychological” IEP

objectives
▶ Bryan will identify three alternative
behaviors to replace negative behaviors.
90%
▶ Brian will identify 3 support services in the

school setting. 100%
Ruth Aspy, Ph.D. 29

Series
ABC-Iceberg Bryan
Antecedent(s) Behavior Consequence(s)

∙Teacher gives direction Not following instructions
∙Instructions not literal “Work refusal”
∙ Redirection
∙Asked to transition from  Hides under desk ∙ Reassured that can
an incomplete task  Does not join group activities complete task later
 If direction is not “exact” will not
comply
Specific  Does not put away activity
Behaviors
Underlying Has Problems handling Difficulty understanding

Characteristics* transition and change nonverbal communication
Has eccentric or intense Difficulty asking for help
preoccupations Attention Problems
Interprets words/conversations Unmotivated by customary
literally rewards
Has difficulty following Tends to be less involved in
instructions group activities
UCC Item IEP Objective

Interprets words and Correctly identify
conversations literally common idioms when
used/presented in oral or
written formats with 80%
accuracy and minimal
cues.
Ruth Aspy, Ph.D. 30

Series
ASD IEP Objective

Tends to be less Given carefully selected group of
involved in peers, including trained buddy, and a
group activities clearly defined task that Bryan has
been trained to do, and a
reinforcement plan, Bryan will
participate in a classroom or other
small group activity along with his
peers without the need for additional
prompting twice per week for 6 weeks.
ASD IEP
Objective
▶ Has difficulty ▶ When watching a
asking for help video of a class
activity, Bryan will
identify why
students asked for
help in 3 out of 4
opportunities.
Ruth Aspy, Ph.D. 31

Series
ABC-Iceberg Bryan
Antecedent(s) Behavior Consequence(s)

•Change in expectations Melting down
•Loud sounds ∙Redirection
 Stomps
•Peer teasing  Screams ∙Wait time
•Mistakes  Body slams ∙ISS
 Leaves class ∙Office referral
Specific  Hides/goes into fetal position
Behaviors
Underlying Mindblindness Withdraws into complex inner

Characteristics* worlds
Naïve, easily taken advantage
of Difficulty asking for help
Has Problems handling Difficulty tolerating mistakes
transition and change Responds in unusual manner to
Difficulty expressing thoughts sounds
and feelings
UCC Item IEP Objective

Mindblindness With prompts, identify positive
interpersonal expressions seen on
video 8 out of 10 trials.
Identify basic emotions using the

following sequence:
• Drawings
• Video
• Role play using “freeze”
• Actual settings with assistance
• Actual settings without assistance 8
out of 10 times
Ruth Aspy, Ph.D. 32

Series
References
Individuals with Disabilities Education Act https://sites.ed.gov/idea
Kansas Association of School Boards (2014). The Rose Capacities: What are they and why they
matter. https://www.heartspring.org/assets/Rose_Capacities_Primer_Fall_2014.pdf
Kansas English Language Arts Standards https://community.ksde.org/Default.aspx?tabid=5559
Kansas History, Government and Social Studies Standards https://www.ksde.org/Agency/Division-of-

Learning-Services/Career-Standards-and-Assessment-Services/Content-Area-F-L/History-
Government-and-Social-Studies
Secondary School Programs and Performance of Students With Disabilities A Special Topic Report of
Findings From the National Longitudinal Transition Study-2 (NLTS2)
https://ies.ed.gov/ncser/pubs/20123000/pdf/20123000.pdf
Higginbottom, K. (May 31, 2018). The Benefits of Employing People with Autism. Forbes.
https://www.forbes.com/sites/karenhigginbottom/2018/05/31/the-benefits-of-employing-people-with-
autism/#38b4a8ce772c
National Autism Indicators Report 2015 https://communities.nasponline.org/blogs/dan-

pezzulo/2015/05/13/2015-the-national-autism-indicators-report
Aspy, R. & Grossman, B. (2011). Designing Comprehensive Interventions for High-Functioning

Individuals With Autism Spectrum Disorders: The Ziggurat Model-Release 2.0. Shawnee Mission, KS:
AAPC Publishing Company.
Vermeulen, P. (2012). Autism as context blindness. Shawnee Mission, KS: AAPC Publishing
Company.
Resources
Mataya, K., Aspy, R., & Shaffer, H. (2017). Talk with me: A step-by-step conversation framework for
teaching conversational balance and fluency for high-functioning individuals with autism spectrum
disorder. Shawnee Mission, KS: AAPC Publishing Company.
Cannon, L., Clark, J., Kornblum, C, Muller, E., & Powers, M. (2018). Conversation Club: Teaching
children with autism spectrum disorder and other social cognitive challenges to engage in successful
conversations with peers. Shawnee Mission, KS: AAPC Publishing Company.
Ruth Aspy, Ph.D. 33

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Tri-State ASD 2018-2019 Webinar 11/28/2018

Ruth Aspy, Ph.D.

Ruth Aspy, Ph.D. 1

Without looking, can you

 Without looking, can you list the

Ruth Aspy, Ph.D. 2

(IDEA) §300.1 (emphasis added)

IDEA: GOALS OF SPECIAL EDUCATION

Ruth Aspy, Ph.D. 3

ROSE CAPACITIES (1/2)

 Sufficient oral and written communication skills to enable

Ruth Aspy, Ph.D. 4

ROSE CAPACITIES (2/2)

 Sufficient grounding in the arts to enable each student

Ruth Aspy, Ph.D. 5

Goal of IDEA Further Education

Goal of IDEA Employment

Ruth Aspy, Ph.D. 6

Goal of IDEA Independent Living

STATE STANDARDS, ROSE CAPACITIES, IDEA

Ruth Aspy, Ph.D. 7

Kansas SL.5.1c Pose &

Arts (Grade 5 – SL.5.6. Adapt speech

Kansas Analyze multiple

and Social KCCRS RI.5.6

Ruth Aspy, Ph.D. 8

OBJECTIVES, STATE STANDARDS,

Student will ask three

IEP objective follow-up question”)

Rose Capacities Oral Communication Skills

IDEA Goals Further Education, Employment, Independent Living

Ruth Aspy, Ph.D. 9

INDEPENDENT LIVING: 20%

Ruth Aspy, Ph.D. 10

FULL-TIME EMPLOYMENT - ASD

Unemployment Rate of National

Ruth Aspy, Ph.D. 11

69% never saw friends

65% never talked with

CRITICAL SKILLS - QUESTION

Write down 3 skills that are

Ruth Aspy, Ph.D. 12

Did you include conversation in

CONVERSATION ABILITY & OUTCOMES

Ruth Aspy, Ph.D. 13

Ruth Aspy, Ph.D. 14

Further Education Employment Independent Living

Ruth Aspy, Ph.D. 15

GREAT RESOURCES FOR

Ruth Aspy, Ph.D. 16

WRITING GOALS AND OBJECTIVES

Ruth Aspy, Ph.D. 17

IDEA: IEP MUST INCLUDE

Ruth Aspy, Ph.D. 18

NEEDS THAT RESULT

 Programming for students served under

related to needs that result from

Ruth Aspy, Ph.D. 19

ADDRESS THE DISABILITY

Ruth Aspy, Ph.D. 20

PRESENT related to needs that result

Ruth Aspy, Ph.D. 21

There must be a direct relationship

What does this