Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

Comprehensive Autism Planning System (CAPS) Child/Student: Jesse Jones

Time Activity Targeted Skills to Teach

Structure/ Modifications Reinforcement

Sensory Strategies

Communication

Social Skills Data

Collection Generalization

Plan

8:45-9:00

Arrival routine: -transition from bus -hang up book bag and lunch in cubbie -go to restroom

Independently complete arrival routine -use object schedule -use visual sup-ports at cubbie -follow restroom routine -initiate/respond to greetings “hi” (wave and sign)

Object schedule Picture supports

Verbal praise from adults movie cases (being able to hold them)

Give string to Jesse when he makes eye contact enter-ing classroom Give Jesse lotion when he returns movie cases.

Use “help” card if needed

Data collec-tion form on independence of arrival routine

home environment ( hang up coat, bathroom rou-tine, etc…)

9:00-9:15

breakfast Use communi-cation skills requesting breakfast participate w/ peers transition from breakfast to activity

Use language board (food choice items) Provide First/Then Card (objects)

Verbal praise from peers and adults

Use keys (dangly item) when Jesse uses his lan-guage board to request food choice

Work on table manners Use “help” card if needed

Data sheets for transition-ing

Use language board at home and other set-tings during eating time

9:15-9:30

Play time- (free play)

Interaction w/ peers -use choice board for game or activity

Choice board (picture sup-ports- games in room) Picture support of peers- to initiate play

Water play verbal praise

water Picture commu-nication cards (peers)

Data collec-tion on time spent with peers

recess

Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

9:30-10:00

Circle time- Aca-demics -songs/story -calendar -weather

Reciprocal in-teraction w/ peers Use language board

Language board switch to par-ticipate in song or story time picture /object supports

verbal praise string/keys (dangly item) for making eye contact lotion for par-ticipation

Provide tactile support (lo-tion, string, keys)

Language board Peer buddy for support w/ circle time activities sit w/ trained peers

Data collec-tion on time spent attend-ing and par-ticipating in activity

Use of picture /object sup-ports in other settings

10:00-10:20

Activity Centers -computer -reading/listening -puzzles -blocks/math -rice table

Independent use of schedule for transitioning Participation w/ peers

Use personal object schedule Use timer for computer time

Use first/then card Use language board to com-municate w/ peers

computer verbal praise lotion

swing (prior to center time work) Provide tactile support (lo-tion, string, keys) rice table

language board participate w/ trained peers

Data sheet for transitioning

Use of transi-tioning in other environments (home and community)

10:20-10:35

Task boxes Independence Transitioning schedule

Use picture supports (Jig- show outcome of completed task) Use “help” card Routine of task boxes Use language board to com-municate w/ adult

verbal praise Complete two task boxes w/ assistance- tangible items (koosh ball, water snake) Complete 1 task box in-dep.- time at rice table

Select tangible items- (koosh ball, water snake) from choice board Rice table Weighted vest (OT recom-mended)

Language board Choice board- select tangible item

Data sheet for transitioning Data sheet for 1:1 to indep. work tasks

Use of lan-guage board in other settings

10:35-10:45

Restroom break- pull up change

Independence self-help skills

Use “help” card Use “potty” sign Picture and object support

lotion for com-pletion of RR routine

none at this time

sign for “potty”

Data sheet for completion of RR routine

Use of bath-room routine at home

Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

10:45-11:15

Art/Craft Music

Independence self-help skills (use of scissors, color w/in boundaries) Use switch (AT device) to par-ticipate in Mu-sic class

Provide picture or model of art project Use language assisted device (switch, AAC) to participate in Music-singing Use “help” card if needed Use language board to communicate w/ peers and adults Use wiki sticks or colored glue to outline boundaries for coloring

Allow Jesse to finger paint after he com-pletes Art pro-ject w/ mini-mal assistance

finger paint provide head-phones to muf-fle out loud noises in Mu-sic class

Use “help” card if needed Use AT devices to participate in activities

Data collec-tion on time spent attend-ing and par-ticipating in activity

in other class-room settings

11:15-11:30

Play time/free play

Interaction w/ peers -use choice board for game or activity

Choice board (picture sup-ports- games in room) Picture support of peers- to initiate play

Water play verbal praise

water Picture commu-nication cards (peers)

Data collec-tion on time spent with peers

recess

Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

11:30-12:00

lunch Use picture cards to request lunch items sit w/ peers at lunch remain seated during lunch time Independence w/ lunch routine -eating -clean up

picture com-munication cards cue card for “sit” during lunch picture sched-ule of lunch routine

Provide tangi-ble toy that “dangles”

headphones for loud noisy cafeteria Provide weighted buddy for lap

Use picture communication cards to respond to parpro and/or peers Use picture cards to communicate lunch choices

Data on communica-tion ex-changes w/ peers and adult Data on prompts needed to keep Jesse remaining seated

home envi-ronment restaurant w/ family

12:00-1:20

naptime Follow instruc-tions

cue card for “rest” or “quiet” time

dangly items to hold music/ headphones

weighted blanket

Use “help” card if needed

Data collec-tion on amt. of time he remains rest-ing quietly w/o prompts

bedtime rou-tine at home

1:20-1:30

Restroom break- pull up change

Independence self-help skills

Use “help” card Use “potty” sign Picture support (routine of RR)

verbal praise lotion for com-pletion of RR routine

none at this time

sign for “potty” Data sheet for completion of RR routine

Use of bath-room routine at home

1:30-2:00

recess Speech- Tues. OT- Wed. PT- Thurs.

Join peers (small group) in playground ac-tivities use choice board for re-questing game or item to play

Parapro facili-tate play

enjoys swing-ing, play-ground equip-ment

swings movement (especially vestibular)

Use picture communication cards to respond to peers

Data collec-tion ex-changes w/ peers

church, home, neighbors

2:00-2:15

snack/computer Independence self-help skills Use picture cards to request snacks Use timer for

picture sched-ule of snack routine

computer time- when finishes snack appro-priately

computer screen- visual

Use picture communication cards to respond to peers and adults

Data collec-tion on peer interaction and leaving computer station fol-lowing timer.

home envi-ronment restaurants

Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.

2:15-2:40

Theme Work -gross motor and fine motor activi-ties -math manipula-tives

Join peers in small group activities Use object schedule

Manipulatives Parapro facili-tate play w/ peers

verbal praise from parapro Last object on schedule is tangible item he can play with

therapy ball tangible items (koosh ball, string)

Picture commu-nication cards

Data sheet for transitioning

Use of transi-tioning in other environments (home and school)

2:40-2:55

storytime Remain seated during story time – listening to story

use cue cards “sit” “wait” while listening to story Use picture supports to particpate in story time

verbal praise tangible item to hold during story time

tangible item (string, water snake)

Use picture cards to communicate and participate during story

Data collec-tion on time remaining seated

home envi-ronment and other school settings

2:55-3:10

Departure routine Restroom

Dismissal rou-tine -bookbag -lunch box self-help skills independence

Zipper on book-bag adapted picture supports in cubby object schedule Use “help” card Sign “potty”

verbal praise lotion for com-pletion of RR routine

none at this time

sign for “potty” wave “bye” to classmates and teachers

home- school communica-tion form

depar-ture/transition in other envi-ronments Home

Henry, S. A., & Myles, B. S. (2007). Integrating best practices throughout the student’s daily schedule: The Comprehensive Autism Planning System (CAPS) for individuals with Asperger Syndrome, autism and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing Company.