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Autism Observation Instrument for General Education Classrooms

A comprehensive observation instrument for general education classrooms, providing guidance on curriculum, instruction, classroom environment, and program policies for students with autism.

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Autism Observation Instrument for General Education Classrooms

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

  2. Viewing This Tutorial • Observation Instrument Format • Classroom Environment and Operation • Curriculum and Instruction • Opportunities for Typical Experiences • Program Model and Policies Click now to advance to the next slide

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

  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. Classroom environment and operation Curriculum and instruction Opportunities for typical experiences Program model and policies Observation Instrument: Format Click now to advance to the next slide

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

  8. Classroom Environment and Operation Click now to advance to the next slide

  9. A daily class schedule is posted. • Reviewed each morning • Referred to throughout the day • Personal schedules provided for individual students as needed Click now to advance to the next slide

  10. The daily schedule is followed as outlined. • Changes in routine are indicated • Activity sequence and time frames are accurate Click now to advance to the next slide

  11. Every student is engaged. Instructional activities are… • 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 Click now to advance to the next slide

  12. Transitions are smooth. • Occur infrequently • Conducted smoothly and efficiently • Supported by environmental arrangement and scheduling Click now to advance to the next slide

  13. 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 Click now to advance to the next slide

  14. Choice making is promoted. • Opportunities to make choices • Acquire or expand choice making skills Click now to advance to the next slide

  15. Behavior Intervention Plans (BIP) are Implemented. Click now to advance to the next slide

  16. Classroom arrangements promote student learning. • Well organized physical environment • Clear visual boundaries • Individualized visual supports Click now to advance to the next slide

  17. 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 Click now to advance to the next slide

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

  19. Curriculum and Instruction Click now to advance to the next slide

  20. 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

  21. Visual supports are utilized. • Correct level of symbolic representation • Enhance predictability • Facilitate transitions • Convey expectations Click now to advance to the next slide

  22. 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

  23. Instructional opportunities are embedded into activities. • Generalization of skills • Embedded skills instruction Click now to advance to the next slide

  24. 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…. Click now to advance to the next slide

  25. 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 Communications Supports and Devices Click now to advance to the next slide

  26. Staff respond to challenging behavior in an appropriate manner. • No escalation or reinforcement of behavior • Utilize proactive supports • Redirect student attention • Diffuse difficult situations Click now to advance to the next slide

  27. Teacher utilizes systematic instruction. 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. Instruction is modified only as needed. • Instruction is individualized to accommodate unique learning needs of student • Instructional integrity of learning activity is maintained Click now to advance to the next slide

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

  30. Written lesson plans are available. • Stated clearly • Content of lesson • Targeted instruction outcomes • Consistent with student IEP objectives Click now to advance to the next slide

  31. 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 Click now to advance to the next slide

  32. Opportunities for Typical Experiences Click now to advance to the next slide

  33. All students are equal participants. Students participate in classroom activities through… • Physical integration • Instructional accommodations and modifications • Social and peer support • Perceived as a full class member Click now to advance to the next slide

  34. All students utilize school enrichment facilities. • School facilities • Enrichment content area classes Click now to advance to the next slide

  35. Students share meals together. • Same schedule • Shared spaces Click now to advance to the next slide

  36. Friendships are promoted. • Peer acceptance • Exposure to learning opportunities Click now to advance to the next slide

  37. Program Model and Policies Click now to advance to the next slide

  38. 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

  39. Staff interact in a professional manner. Communication between staff… • Use person-first language • Is respectful of students and their families • Is limited in content to classroom issues and instruction Click now to advance to the next slide

  40. All classrooms are identified in a similar manner. Click now to advance to the next slide

  41. Student confidentiality is maintained. Classroom Staff… • 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 Click now to advance to the next slide

  42. 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

  43. 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

  44. Suggested Strategies consistently uses visual supports for students’ schedules, daily class schedules, and special areas utilizes sign language videos that teach simple signs provides picture schedule to prepare students for transition or change gives opportunities on a daily basis to generalize the use of visual supports

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