Autism Observation Instrument for General Education Classrooms

Autism Observation Instrumentfor

General Education ClassroomsDr. Karen Berkman Click now to

advance to the next slide

Viewing This Tutorial

• Observation Instrument Format

• Classroom Environment and Operation

• Curriculum and Instruction

• Opportunities for Typical Experiences

• Program Model and PoliciesClick now to advance to the next slide

be familiar with all aspects of quality

educational programs for students with autism

subjective structure for guiding classroom

observations

make more than one observationbe able to explain their observations

a starting point for discussions

CARD Classroom Observation Instrument

Click now to advance to the next slide

Observation Instrument: Heading


Observation Instrument: Ratings


Observation Instrument: Format

Classroom environment and operation

Curriculum and instruction

Opportunities for typical experiences

Program model and policies


Observation instrument: Notations


Classroom Environment and Operation


A daily class schedule is posted.

• Reviewed each morning

• Referred to throughout the day

• Personal schedules provided for individual students as needed


The daily schedule is followed as outlined.

• Changes in routine are indicated

• Activity sequence and time frames are accurate


Every student is engaged.

• Relevant to students’ educational goals

• Interesting and meaningful to the student

• Valued by other people

• Highly structured

• Varied in length of time and level of motor activity

Instructional activities are…


Transitions are smooth.

• Occur infrequently

• Conducted smoothly and efficiently

• Supported by environmental arrangement and scheduling


Classroom Rules are Clearly Stated.• Clearly posted

• Stated in positive and succinct terms

• Define specific, observable student behaviors

• Referred to regularly

• Re-direction when infractions occur

• Consequences are clearly and consistently implemented


Choice making is promoted.

• Opportunities to make choices

• Acquire or expand choice making skills


Behavior Intervention Plans (BIP) are Implemented.


Classroom arrangements promote student learning.

• Well organized physical environment

• Clear visual boundaries

• Individualized visual supports


Classroom assistants facilitate student learning.

• Promote student independence

• Facilitate interaction with peers

• Can recognize incidental opportunities for instruction

• Are knowledgeable of student’s learning needs and instructional goals


Student performance data is collected regularly.

Data is:• Collected during

instructional activities

• Reviewed at team planning meetings


Curriculum and Instruction


Instruction is individualized.

• Instructional goals, strategies, and materials are individualized for each student

• Reinforcers are a natural response to the targeted skills

• Planned opportunities for generalization of skills


Visual supports are utilized.

• Correct level of symbolic representation

• Enhance predictability

• Facilitate transitions

• Convey expectations


Social skills are taught.

• Instructional priority

• Targeted throughout the school day

• Frequent and varied opportunities to interact with non-disabled peers

• Social interactions are planned and supported

• Support for peers Click now to advance to the next slide

Instructional opportunities are embedded into activities.

• Generalization of skills

• Embedded skills instruction

Click now to advance to the next

slide

Teacher provides behavioral modeling and reinforcement.

• a strong, positive model for appropriate behavior and interactions

• Reinforcement for the same behaviors when demonstrated by students

The teacher provides….


slide

Communications Supports and Devices

• Use of communications supports is encouraged in all situations

• Students must understand the purpose of the device and be motivated to use it

• students have access to their communication systems at all times


slide

Staff respond to challenging behavior in an appropriate

manner.

• No escalation or reinforcement of behavior

• Utilize proactive supports

• Redirect student attention

• Diffuse difficult situations


slide

Teacher utilizes systematic instruction.

Staff Members:

• deliver instructional cues clearly

• prompt students as needed

• reinforce correct responses

• correct errors when needed


slide

Instruction is modified only as needed.

• Instruction is individualized to accommodate unique learning needs of student

• Instructional integrity of learning activity is maintained


slide

Staff interactions with students are positive.

follow a ratio of

7:1 instructive or positive comments


slide

Comments directed toward students

to corrective or negative comments.

Written lesson plans are available.

•Stated clearly

•Content of lesson

•Targeted instruction outcomes

•Consistent with student IEP objectives


slide

Lesson plans specify instructional strategies.

• Content delivery methods

• Prompting and cuing strategies

• Level and delivery method for teacher assistance

• Student performance feedback methods

• Follow up assignments or independent practice


slide


slide

Opportunities for Typical Experiences

All students are equal participants.

• Physical integration

• Instructional accommodations and modifications

• Social and peer support

• Perceived as a full class member

Students participate in classroom activities through…


slide

All students utilize school enrichment facilities.

• School facilities

• Enrichment content area classes


slide

Students share meals together.

• Same schedule

• Shared spacesClick now

to advance to the next

slide

Friendships are promoted.

• Peer acceptance

• Exposure to learning opportunities


slide


slide

Program Model and Policies

Therapies are integrated into classroom activities.

• Classroom activities are the therapeutic setting

• Therapists provide clinical expertise

• Therapy goals are addressed continuously Click now

to advance to the next

slide


slide

Staff interact in a professional manner.

• Use person-first language

• Is respectful of students and their families

• Is limited in content to classroom issues and instruction

Communication between staff…

All classrooms are identified in a similar manner.


slide

Student confidentiality is maintained.

• Do not exchange or share verbal or written information about the student with unauthorized individuals without direct parental consent

• Are mindful of where and with whom they share personal perceptions of students and classroom events


slide

Classroom Staff…

• examples of appropriate educational practice

• priorities for further programmatic development

• priorities for further staff development

Using Gathered Information


slide

Questions?

Contact

University Of South FloridaCenter for Autism & Related Disabilities

(813) 974-2532

1-800-333-4530

http://card-usf.fmhi.usf.edu

Click arrow to return to the beginning of

this tutorialPress “Escape”

to exit this tutorial

gives opportunities on a daily basis to generalize the use of

visual supports

utilizes sign language

videos that teach simple

signs

provides picture schedule to

prepare students for transition or

change

consistently uses visual supports for

students’ schedules, daily class

schedules, and special areas

Suggested Strategies

Documents

Autism Observation Instrument for General Education Classrooms