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Autism Observation Instrumentfor
General Education ClassroomsDr. Karen Berkman Click now to
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• 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
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Observation Instrument: Heading
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Observation Instrument: Ratings
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Observation Instrument: Format
Classroom environment and operation
Curriculum and instruction
Opportunities for typical experiences
Program model and policies
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Observation instrument: Notations
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Classroom Environment and Operation
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A daily class schedule is posted.
• Reviewed each morning
• Referred to throughout the day
• Personal schedules provided for individual students as needed
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The daily schedule is followed as outlined.
• Changes in routine are indicated
• Activity sequence and time frames are accurate
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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…
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Transitions are smooth.
• Occur infrequently
• Conducted smoothly and efficiently
• Supported by environmental arrangement and scheduling
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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
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Choice making is promoted.
• Opportunities to make choices
• Acquire or expand choice making skills
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Behavior Intervention Plans (BIP) are Implemented.
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Classroom arrangements promote student learning.
• Well organized physical environment
• Clear visual boundaries
• Individualized visual supports
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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
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Student performance data is collected regularly.
Data is:• Collected during
instructional activities
• Reviewed at team planning meetings
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Curriculum and Instruction
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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
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Visual supports are utilized.
• Correct level of symbolic representation
• Enhance predictability
• Facilitate transitions
• Convey expectations
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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
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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….
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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
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Staff respond to challenging behavior in an appropriate
manner.
• No escalation or reinforcement of behavior
• Utilize proactive supports
• Redirect student attention
• Diffuse difficult situations
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Teacher utilizes systematic instruction.
Staff Members:
• deliver instructional cues clearly
• prompt students as needed
• reinforce correct responses
• correct errors when needed
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Instruction is modified only as needed.
• Instruction is individualized to accommodate unique learning needs of student
• Instructional integrity of learning activity is maintained
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Staff interactions with students are positive.
follow a ratio of
7:1 instructive or positive comments
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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
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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
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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…
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All students utilize school enrichment facilities.
• School facilities
• Enrichment content area classes
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Students share meals together.
• Same schedule
• Shared spacesClick now
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Friendships are promoted.
• Peer acceptance
• Exposure to learning opportunities
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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
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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.
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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
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Classroom Staff…
• examples of appropriate educational practice
• priorities for further programmatic development
• priorities for further staff development
Using Gathered Information
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Questions?
Contact
University Of South FloridaCenter for Autism & Related Disabilities
(813) 974-2532
1-800-333-4530
http://card-usf.fmhi.usf.edu
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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