Observation Instrument for Autism Classrooms

1. Observation Instrument for Autism Classrooms Click now to advance to the next slide Dr. Karen Berkman

2. Effective Programs for Children with Autism Spectrum Disorders (National Research Council, 2001 (www.nap.edu) • Intensity matters • Early is better • Family participation is essential • Goals should be individualized and monitored regularly Click now to advance to the next slide

3. CARD Classroom Observation Instrument Click now to advance to the next slide Observers should: be familiar with all aspects of quality educational programs for students with autism use the tool as a starting point for discussions recognize the tool is a subjective structure for guiding classroom observations make more than one observation be able to explain their observations

4. Observation Instrument: Heading Click now to advance to the next slide

5. Observation Instrument: Ratings Click now to advance to the next slide

6. Observation Instrument: Format Environmental arrangements Scheduling, activities and intensity Core curriculum areas Instruction and Interaction Click now to advance to the next slide

7. Observation instrument: Notations Click now to advance to the next slide

8. Environmental Arrangement Click now to advance to the next slide

9. Room arrangement is clearly defined. Click now to advance to the next slide

10. school bus Visual supports are at the correct level of symbolic representation. Click now to advance to the next slide

11. Materials and furniture are age appropriate. Click now to advance to the next slide

12. Individual workstations are arranged left to right or top to bottom. Click now to advance to the next slide

13. Scheduling, Activities, and Intensity Click now to advance to the next slide

14. Staff schedules are posted. • Who: Shows staff and student assignments • Where: Locations • What: Activities • Prominently posted and checked Click now to advance to the next slide

15. A daily class schedule is posted. • At student’s visual level • Appropriate for students’ level of symbolic understanding • Used throughout the day Click now to advance to the next slide

16. Schedules reflect appropriate distribution of curriculum. • Age-appropriate materials • Adapted for individual needs, based on IEP goals • Each student’s work at his/her instructional level Click now to advance to the next slide

17. Schedules reflect a variety of learning formats. • 1:1 instruction • Small group activities • Large group activities • Independent work • Social interaction/leisure options Click now to advance to the next slide

18. Posted for convenient reference Reflect the student’s understanding of symbolic representation Checked frequently Activity completion is consistently indicated Used with increasing independence Individual schedules are available for each student. Click now to advance to the next slide

19. Occur infrequently Supported by environmental arrangement and scheduling Large group transitions are smooth. Click now to advance to the next slide

20. Staff/student ratio is adequate. • The nature of the instructional activity • Level of student familiarity with the task • Environmental factors • Student level of frustration or failure Considerations: Click now to advance to the next slide

21. Instructional activities promote communicative exchanges such as requesting, commenting, and asking and/or answering questions. Activities are language-based. Click now to advance to the next slide

22. Relevant to the student’s educational goals Interesting and meaningful to the student Valued by other people Highly structured Varied in time length and level of motor activity All students are engaged in meaningful activities. Instructional activities are… Click now to advance to the next slide

23. Within a 5 minute time period Staff interacts with all students at least once During extending instructional activities Supports learning Isn’t interfering Staff interacts with every student. Click now to advance to the next slide

24. Instruction and Interaction Click now to advance to the next slide

25. Staff communication with studentsis clear and relevant. • is appropriate to language ability • communication supports are easily accessible at all times. • regular opportunities for dialogue Click now to advance to the next slide

26. Comments directed toward students follow a ratio of 7:1 instructive or positive comments to corrective or negative comments. Staff interactions with students are positive. Click now to advance to the next slide

27. Staff members use systematic instructional strategies. • Staff Members: • deliver instructional cues clearly • prompt students as needed • reinforce correct responses • correct errors when needed Click now to advance to the next slide

28. Staff interact in a professional manner. • Communication between staff… • is respectful of students and their families • preserves confidentiality • is limited to classroom issues and instruction Click now to advance to the next slide

29. Classroom staff deliver instruction actively and directly. Staff Members: • Recognizeincidental opportunities for instruction in all school settings • Deliver instruction within naturally occurring opportunities Click now to advance to the next slide

30. All classroom staff are familiar with student learning goals…. and can target individual goals in learning activities. Click now to advance to the next slide

31. Instructional methods reflect the unique needs of students… Click now to advance to the next slide and are grounded in research-based practices.

32. Instructional pacing is appropriate. • Promotes a high rate of correct responding • Actively engages student without frustration • Correct responses and desired behaviors are reinforced frequently Click now to advance to the next slide

33. 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 Click now to advance to the next slide

34. Instruction is an active process. • Actively engages students • Preserves students’ dignity • Promotes independence The instructional style of the teacher… Click now to advance to the next slide

35. The instructional context is natural. • Generalization of skills • Embedded skills instruction Click now to advance to the next slide

36. Instruction is intensive. Students with slow rates of learning are provided: • Intense levels of instruction • Daily one-on-one instruction Click now to advance to the next slide

37. Student performance data is collected regularly. Data is: • Collected daily during instructional activities • Summarized regularly • Reviewed at team planning meetings Click now to advance to the next slide

38. Communication with parents occurs frequently. • Information is specific to the student • Positive comments and observations • Non-judgmental Click now to advance to the next slide

39. Instruction and Interaction Click now to advance to the next slide

40. Classroom staff: create opportunities for spontaneous use of communication skills. foster communication through a variety of instructional approaches. Communication is continuously promoted. Click now to advance to the next slide

41. 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. Communication Supports and Devices Click now to advance to the next slide

42. A proactive approach to behavior is taken. The likelihood of behavior problems is minimized by: Click now to advance to the next slide • offering choice making opportunities • clarifying expectations • positive reinforcement

43. Plans for addressing serious behavior problems are developed and in place. Click now to advance to the next slide

44. Opportunities for social interaction and friendships are provided. • 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

45. skills instruction in deficit areas emphasize social interaction skills stress functional communication promote age appropriate engagement maximize independent functioning Teachers and staff understand the nature of Autism Spectrum Disorders. Click now to advance to the next slide

46. Using Gathered Information • Examples of appropriate educational practice • Priorities for further programmatic development • Priorities for further staff development Click now to advance to the next slide

47. Click arrow to return to the beginning of this tutorial Questions? Contact University Of South Florida Center for Autism & Related Disabilities (813) 974-2532 1-800-333-4530 http://card-usf.fmhi.usf.edu Press “Escape” to exit this tutorial

48. materials chalkboard/display space class meeting space bulletin board instructional large group instructional table bookshelves door student desks, independent learning area computers filing cabinets storage for student belongings student schedules play/recreation area storage student learning materials storage Click now to advance to the next slide

49. materials materials chalkboard/display space class meeting space bulletin board instructional instructional large group Instructional table bookshelves door storage for student belongings student desks, independent learning area storage for student belongings computers student learning materials filing cabinets student schedules storage play/recreation area student learning materials storage

50. Representing the Message What symbol do you use? • Objects or remnants • Photographs • Color drawings • Icons • Written or printed words “Deluxe Cheeseburger”