5 hoursMeet with three members of an IEP team and select a student with ASD as a focus for the Field Experience/Benchmark. Interview the IEP team members in order to complete copies of the Underlying Characteristics Checklist (UCC) found in your ebook and Individual Strengths and Skills Inventory (ISSI) for the student selected that can be downloaded for no cost. Please reference this week’s readings. Compile the information into one UCC and ISSI. APA format is not required, but solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form. Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
issi.pdf

ucc_hf.pdf

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Individual Strengths and Skills Inventory
Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D.
When designing an effective intervention plan, it is important to consider individual
strengths. Please describe strengths in the following areas:
Social
Behavior, Interests, and Activities
Communication
Sensory
Cognitive
Motor
Emotional
Biological
From Aspy, R., & Grossman, B. G. (2011). The Ziggurat Model. Shawnee Mission, KS: AAPC Publishing; www. aapcpublishing.net; used with
permission.
376 • The Ziggurat Model
Area
UNDERLYING CHARACTERISTICS CHECKLIST – HF

Notes
Item
1. Has difficulty recognizing the
feelings and thoughts of others
(mindblindness)
2. Uses poor eye contact
Follow-Up
SOCIAL
3. Has difficulty maintaining personal
space, physically intrudes on others
4. Lacks tact or appears rude
5. Has difficulty making or keeping
friends
6. Has difficulty joining an activity
7. Is naïve, easily taken advantage of, or
bullied
8. Tends to be less involved in group
activities than most same-age
individuals
9. Has difficulty understanding others’
nonverbal communication (e.g., facial
expressions, body language, tone of
voice)
10. Has difficulty understanding jokes
11. Other
RESTRICTED PATTERNS OF BEHAVIOR,
INTERESTS, AND ACTIVITIES
Area
Item
12. Expresses strong needs for routine
or “sameness”
13. Expresses desire for repetition
14. has eccentric or intense
preoccupations/absorptions in own
unique interests
15. Asks repetitive questions
16. Seems to be unmotivated by
customary rewards
Notes
Follow-Up

Notes
Follow-Up
17. Displays repetitive motor
movements (e.g., flaps hands, paces,
flicks fingers in front of eyes)
18. Has problems handling transition
and change
19. Has strong need for closure or
difficulty stopping task before it is
completed
20. Other
Area
Item
COMMUNICATION

21. Makes sounds or states words or
phrases repeatedly [non-echolalic] (e.g.,
humming, “well actually”)
22. Makes up new words or creates
alternate meanings for words or phrases
23. Displays immediate or delayed
echolalia (e.g., recites lines from
movies, repeats another person’s
questions or statements, repeats sounds)
COMMUNICATION
UNDERLYING CHARACTERISTICS CHECKLIST – HF
24. Interprets words or conversations
literally/has difficulty understanding
figurative language
25. Has difficulty with rules of
conversation (e.g., interrupts others,
makes poor eye contact, has difficulty
maintaining conversation)
26. Fails to initiate or respond to social
greetings
27. Has difficulty using gestures and
facial expressions
28. Has difficulty starting, joining,
and/or ending a conversation
29. Has difficulty asking for help
30. Makes irrelevant comments
31. Has difficulty expressing thoughts
and feelings
32. Speaks in an overly formal way
33. Gives false impression of
understanding more than he/she actually
does
34. Talk incessantly, little black-andforth
35. Uses an advanced vocabulary
36. uses mechanical, “sing-song” voice
or speech sounds unusual in other ways
(e.g., prosody, cadence, tone)
37. Has difficulty following instructions
SENSORY DIFFFERENCES
38. Has difficulty understanding
language with multiple meanings,
humor, sarcasm, or synonyms
39. Has difficulty talking about others’
interests
40. Other

Area
Item
41. Responds in an unusual manner to
sounds (e.g., ignores sounds or
overreacts to sudden, unexpected
noises, high-pitched continuous sounds,
or complex/multiple noises)
42. Responds in an unusual manner to
pain (e.g., overreacts or seems unaware
of an illness or injury)
43. Responds in an unusual manner to
taste (e.g., resists certain textures,
flavors, brands)
44. Responds in an unusual manner to
light or color (e.g., focuses on shiny
items, shadows, reflections, shows
preference or strong dislike for certain
colors)
45. Responds in an unusual manner to
temperature
46. Responds in an unusual manner to
smells (e.g., may comment on smells
that others do not detect)
Notes
Follow-Up
COGNITIVE DIFFERENCES
SENSORY DIFFFERENCES
UNDERLYING CHARACTERISTICS CHECKLIST – HF
47. Seeks activities that provide touch,
pressure, or movement (e.g., swinging,
hugging, pacing)
48. Avoids activities that provide touch,
pressure, or movement (e.g., resists
wearing certain types of clothing,
strongly dislikes to be dirty, resists
hugs)
49. Makes noises such as humming or
singing frequently
50. Other

Area
Notes
Item
51. Displays extensive knowledge in
narrow areas of interest
52. Displays poor problem-solving
skills
53. Has poor organizational skills
54. Withdraws into complex inner
worlds/fantasizes often
55. Is easily distracted by unrelated
details – has difficulty knowing what is
relevant or makes off-topic comments
56. Displays weakness in reading
comprehension with strong word
recognition
57. Knows many facts and details but
has difficulty with abstract reasoning
(i.e.., weak central coherence
58. Has difficulty applying learned
skills in new settings
59. Has academic skills deficits
60. Has attention problems
61. Displays very literal understanding
of concepts
62. Recalls information inconsistently
(i.e., seems to forget previously learned
information)
63. Has difficulty understanding the
connection between behavior and
resulting consequences
64. Other

Area
Item
65. Has balance difficulties
MOTOR DIFFERENCES
Follow-Up
66. Resists or refuses handwriting tasks
67. Has poor handwriting
68. Has poor motor coordination (e.g.,
accident prone, difficulty using
fasteners)
69. Writes slowly
70. Displays atypical activity level (e.g.,
over-active/hyperactive, underactive/hypoactive)
71. Has athletic skills deficits
72. Displays an awkward gait
Notes
Follow-Up
MOTOR DIFFERENCES
UNDERLYING CHARACTERISTICS CHECKLIST – HF
Area
73. Displays unusual body postures and
movements or facial expressions (e.g.,
odd postures, stiffness, “freezing,”
facial grimacing)
74. Has difficulty starting or completing
actions (e.g., may rely on physical or
verbal prompting by others)
75. Other
Item
76. Is easily stressed – worries
obsessively
77. Appears depressed or sad

Notes
Follow-Up
Notes
Follow-Up
EMOTIONAL VULNERABILITY
78. Has unusual fear response (e.g.,
lacks appropriate fears or awareness of
danger is overly fearful)
79. Appears anxious
80. Exhibits rage reactions or
“meltdowns”
81. Injures self (e.g., bangs head, picks
skin, bites nails until they bleed, bites
self)
82. Makes suicidal comments or
gestures
83. Displays inconsistent behaviors
84. Has difficulty tolerating mistakes
85. Has low frustration tolerance
86. Has low self-esteem, makes negative
comments about self
87. Has difficulty identifying,
quantifying, expressing, and/or
controlling emotions (e.g., can only
recognize and express emotions in
extremes, or fails to express emotions “emotionally flat”)
88. Has limited understanding of own
and others’ emotional responses
KNOWN MEDICAL OR OTHER
BIOLOGICAL FACTORS
89. Has difficulty managing stress
and/or anxiety
90. Other
Description
Course Code
SPD-525
Class Code
SPD-525-O501
Criteria
Category
Percentage
100.0%
Distribution of Worksheets
50.0%
Compiling of Worksheets
50.0%
Total Weightage
100%
Field Experience Assignment Part 1
No Evidence (0.00%)
No submission
No submission
80.0
Nominal Evidence (69.00%)
The interview and distribution of the Underlying
Characteristics Checklist (UCC) and Individual Strengths and
Skills Inventory (ISSI) did not include members of an IEP team.
Information was not compiled into one UCC and ISSI.
Unacceptable Evidence (74.00%)
The interview and distribution of the Underlying
Characteristics Checklist (UCC) and Individual Strengths and
Skills Inventory (ISSI) are given to only one or two members
of an IEP team.
Information was scarcely compiled into one UCC and ISSI.
Acceptable Evidence (87.00%)
The interview and distribution of the Underlying
Characteristics Checklist (UCC) and Individual Strengths and
Skills Inventory (ISSI) are given to three members of an IEP
team.
Information was compiled into one UCC and ISSI.
Target Evidence (100.00%)
The interview and distribution of the Underlying
Characteristics Checklist (UCC) and Individual Strengths and
Skills Inventory (ISSI) were professionally given to three
members of an IEP team.
Information was neatly and effectively compiled into one UCC
and ISSI.
Comments
Points Earned

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