COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
CAPS is the framework tying the daily schedule to the underlying characteristics identified in the UCC and the interventions outlined in the Ziggurat Worksheet

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Time and Activity-Include everything that is a priority area for the student when planning for implementation! (Academics, transitions both inside and outside classroom, etc.)

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Develop skills to teach based on State Standards, IEP Goals, and Ziggurat Interventions
Skills/STO-Can pull from IEP (Academic and Nonacademic subject matter)

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Refer to Structure and Visual/tactile Supports or the Task Demands sections of the
Ziggurat Worksheet

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Taken from the Reinforcement or Visual/Tactile Supports on the Ziggurat Worksheet

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Taken from the Sensory and Biological Needs or Skills To Teach or Task Demands section of the Ziggurat Worksheet

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Taken from the Structure and Visual/Tactile Supports or Task Demands or Skills to Teach sections of the Ziggurat Worksheet

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Should match the information from the IEP and Skills/STO section of the CAPS needed to determine if the student is making progress

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Time* Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
How will the student generalize each skill into different environments/situations?

COMPREHENSIVE AUTISM PLANNING SYSTEM (CAPS)
(Henry and Myles, 2007)
Activity
Targeted skill short-term objective
Structure/
Modification
Reinforcement
Sensory
Strategies
Social Skills/
Communication
Data
Collection
Generalization
Plan
Independent
Work
Task completion
Taken from prioritized
UCC items
#1,
9,25,28,39,
42,53 and
89
•Task organizer
(prompt to use)
•Organizatio n calendar
(prompt to use)
•Systematic fading procedures for independent use
•Plot flow chart
•Peer buddies
•Calming skills
•Appropriate conversation
•Completing homework/ in class work (from reinforcement menu)
•Focus on special interest of baseball stats
•Relaxation techniques
•Coping cards
•Stress thermometer
Taken from sensory/bio.
Needs from the Z
Worksheet
Taken from Rein.
Int. from the Z worksheet
•Asking for help when stuck
•Plot flow chart
Taken from STRUCT.
& V/T Supp. From Z
Worksheet
Taken from
STRUCT. &
V/T Supp.
From Z
Worksheet
•Used Task organizer
Yes/no
•Used
Organization al calendar
Yes/no
These match skills/ STO of the CAPS
•Train circle of friends
•Train student on how to use all supports
•Train parents and staff on all supports
See social skills/ communicatio n section on the CAPS