Code 9988

The Comprehensive Autism Planning System (CAPS) for Individuals with Asperger Syndrome, Autism, and Related Disabilities: Integrating Best Practices Throughout the Student’s Day by Shawn Henry and Brenda Smith Myles

$29.95
2007, ISBN 978-1-934575-03-1

This comprehensive, yet easy-to-use system allows educators to understand how and when to implement an instructional program for students with autism spectrum disorders (ASD). The CAPS model answers the questions (a) What supports does my student/child need in each class to be successful? (b) What goals is my student/child working on? and (c) Is there a thoughtful sequence to the student’s/child’s day that matches his learning style. This timely resource addresses adequate yearly progress (AYP), response to intervention (RTI), and positive behavior support (PBS) in a common-sense format. The CAPS process was designed to be used by the child’s educational team, consisting of parents, general educators, special educators, paraprofessionals, speech-language pathologists, occupational therapists, physical therapists, administrators, psychologists, consultants, siblings, and others who are stakeholders in the student’s education.

The structure of this innovative tool ensures consistent use of supports to ensure student success as well as data collection to measure that success. In addition, CAPS fosters targeted professional development. Because CAPS identifies supports for each of the student’s daily activities, it is possible for all educational professionals working with the student to readily identify the methods, supports, and structures in which they themselves need training.

Book Reviews

“There are numerous and valuable publications that focus on specific characteristics and instructional strategies. This is the first publication to provide a framework for organizing information in a thoughtful manner to more effectively educate and support individuals across the autism spectrum by addressing all aspects of their program. This resource can be used with and embraces all treatment approaches. Shawn Henry and Brenda Myles have once again demonstrated their leadership in the field by providing us with a comprehensive approach to education.”

– Cathy Pratt, Ph.D., director, Indiana Resource Center for Autism; board chair, Autism Society of America

“Brenda and Shawn have done an amazing job of giving teachers the organizing tools they need to take advantage of the many teachable moments throughout each school day. The Comprehensive Autism Planning System is general enough to allow for scheduling of any active teaching goal, no matter what preferred method the teacher is using. Yet, it is specific enough to ensure communication, measurement, and accountability across the student’s day.”

– Daniel Davidson, Ph.D., Arizona Positive Behavior Support, Institute for Human Development, Northern Arizona University

“Finally, a book that offers an easy-to-use framework that captures everything for everyone! For educators, CAPS untangles the myriad information necessary to support students with ASD. Parents and individuals with ASD will benefit from an appropriate individualized program, and administrators will welcome the structure that aligns programming with accountability requirements. This book integrates the A to Z of everything related to ASD and education.”

– Sheri S. Dollin, M.Ed., director of Education & Training Programs, Southwest Autism Research & Resource Center

“CAPS is, exactly as the title states, truly comprehensive. The strategies laid out in this book are well researched and have proven effective. I love the fact that the model promotes teamwork around the child and that the plan follows the child to lend consistency to supports from year to year. CAPS will change for the better how our children are served. As a parent, I am very excited to see it available to all.”

– Jen Blackwell, mother of four (one with AS, one with HFA) and co-founder, AutismNotes.com

“This system is beneficial for students at all functioning levels. My staff will use CAPS, both as a team and individually, to thoughtfully plan for student success. We have found this to be a valuable tool to identify supports that are needed throughout the daily schedule. A great, big thank you to Brenda and Shawn!”

– Lenora Oeftering, Lorain County Board of Mental Retardation/Developmental Disabilities

“Every fall, educational time is lost as parents face new teachers and staff who are not familiar with our children’s needs and how to meet them. CAPS provides a clear plan that follows our kids so we don’t have to reinvent the wheel with each new educational team. What supports does my child need? How and when are they implemented? Who is responsible for maintaining his daily program? With CAPS, not only are the answers to those questions clear, but the way it is organized allows for consistency across classes and transitions from one grade to another. CAPS saves time, money, and energy for parents, staff, and teachers. But most important, it ensures that our kids’ need for specific supports at school is met. As a parent, this program greatly eases my mind.”

– Kristi Sakai, mother of three children with autism; author of ASA’s 2006 Literary Work of the Year, Finding Our Way: Creating a Supportive Home and Community for the Asperger Syndrome Family; editor of AAPC’s online newsletter, Community of Support for Parents, Professionals, and People on the Spectrum

“This is an incredibly practical and comprehensive framework for building durable educational programs for students with autism spectrum disorders. CAPS brings together current trends in education, supports inclusion with peers, leads to generalization of skills, and incorporates best practices related to teaching children with autism. A must-have for all educators.”

– Laura L. Maddox, M.Ed., coordinator, Nebraska ASD Network

“CAPS is a user-friendly planning tool that pulls together critical pieces of information into a system of integrated supports. The process provides a direct link to IEP development/implementation and is easy for all team members to understand and contribute to. The at-a-glance format empowers parents and school teams to remain focused on child-driven authentic assessment.”

– Judy Halvorson, M.Ed., ATP, a special educator for over 25 years, most recently as an autism consultation teacher on Oahu, Hawaii

“Using the CAPS increased staff on-task performance from 40 to 96%. This comprehensive scheduling system allows staff to understand, in a snapshot, what they are supposed to be doing, what materials they need to get it done and, most important, why they are doing it. The CAPS is a critically important tool for effective educational programming in our community-based program for adolescents with autism.”

– Gloria M. Satriale, parent of a 16-year-old with autism; chair, Chester County Board, Department of Mental Health/Mental Retardation; president, Mission for Educating Children With Autism

“Finally, something to help teams tie all the pieces together to structure a successful school program for a student with autism spectrum disorders (ASD). CAPS provides a systematic process for integrating what we know about a student with ASD and helps all staff implement an individualized school program designed for success – simple and efficient, yet comprehensive. Our school teams have needed this type of planning tool for a long time, and here it is! Countless students with ASD will have better school outcomes as a result of the CAPS.”

– Kathy Gould, project director, Illinois Autism Training and Technical Assistance Project