Planning a Comprehensive Program for Students with Autism Spectrum Disorders Using Evidence-Based Practices Brenda Smith Myles University of Kansas Barry G. Grossman and Ruth Aspy The Ziggurat Group Shawn A. Henry and Amy Bixler Coffin Ohio Center for Autism and Low Incidence Abstract: This article outlines two compatible models of planning and implementing programs for students with autism spectrum disorders (ASD). The Ziggurat Model begins the process with an assessment of student strengths and concerns related specifically to ASD and identifies interventions across five tiers that match these strengths and concerns: (a) sensory and biological, (b) reinforcement, (c) structural and visual/tactile supports, (d) task demands, and (e) skills to teach. Content from the Ziggurat Model is then placed with the Comprehensive Autism Planning System (CAPS) to allow the student’s day to be operationalized and matched to student goals, state standards, and related benchmarks. This article overviews this process and offers a brief case study as an example. As educators and parents strive to develop meaningful educational opportunities for in- dividuals with autism spectrum disorders (ASD), it is important to begin with a thor- ough understanding of the student’s needs, especially those related to the underlying characteristics of ASD. Next, a comprehensive daily schedule for the student is critical. A schedule should embed the supports needed for success as well as continual development of student skills and measurement of those skills with a vision of how this will affect the student now and in the future (Mesibov & Shea, 2006; National Research Council, 2001) This is achieved through well-organized plan- ning with clearly defined objectives and goals. Far-reaching changes have occurred in the educational system in recent years, beginning with the No Child Left Behind (NCLB) Act. This legislation was designed to increase stu- dent achievement through accountability and scientifically based instruction provided by highly qualified and effective teachers (U.S. Department of Education, 2002). Compatible with NCLB are the (a) Response to Instruc- tion (RTI) movement, which emphasizes da- ta-based decision making and problem solv- ing, evidence-based interventions, student performance, and continuous progress; and (b) Statewide Positive Behavior Supports (SWPBS), whose goals are to support (a) students’ social and academic competence, (b) student behavior, (c) staff behavior, and (d) decision making (Sugai & Horner, 2007). Fundamental to these recent educational mandated movements is comprehensive plan- ning, program implementation, and monitor- ing of student progress. To date, no system has existed that can accomplish these lofty goals. The purpose of this article is to intro- duce two linked comprehensive planning models that meet the rigor required by NCLB, RTI, and SWPBS: the Ziggurat Model (Aspy & Grossman, 2007) and the Comprehensive Au- tism Planning System (CAPS; Henry & Myles, 2007). Figure 1 depicts the process of compre- hensive planning using the Ziggurat Model and CAPS. What Is the Ziggurat Model? The Ziggurat Model is a guide for designing comprehensive interventions for individuals Correspondence concerning this article should be addressed to Brenda Smith Myles, Ohio Center for Autism and Low Incidence, 5220 N. High Street, Building C1, Columbus, OH 43221. Education and Training in Developmental Disabilities, 2007, 42(4), 398 – 409 © Division on Developmental Disabilities 398 / Education and Training in Developmental Disabilities-December 2007