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

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Presentation on theme: "Observation Instrument for Autism Classrooms Dr. Karen Berkman Click now to advance to the next slide."— Presentation transcript:

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

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

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

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

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

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

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

19 Large group transitions are smooth. Occur infrequently Supported by environmental arrangement and scheduling 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 Activities are language-based. Instructional activities promote communicative exchanges such as requesting, commenting, and asking and/or answering questions. Click now to advance to the next slide

22 Relevant to the students 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 Staff interacts with every student. Within a 5 minute time period Staff interacts with all students at least once During extending instructional activities Supports learning Isnt interfering Click now to advance to the next slide

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

25 Staff communication with students is 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 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

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 Staff Members: Recognize incidental opportunities for instruction in all school settings Deliver instruction within naturally occurring opportunities Classroom staff deliver instruction actively and directly. 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… and are grounded in research-based practices. Click now to advance to the next slide

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. Intense levels of instruction Daily one-on-one instruction Students with slow rates of learning are provided: 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 Communication is continuously promoted. Classroom staff: create opportunities for spontaneous use of communication skills. foster communication through a variety of instructional approaches. Click now to advance to the next slide

41 Communication 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. Click now to advance to the next slide

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

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

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

47 Questions? Contact University Of South Florida Center for Autism & Related Disabilities (813) Click arrow to return to the beginning of this tutorial Press Escape to exit this tutorial

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

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

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

51 9:00-9:45Reading Activities 9:45 – 10:30Language Arts 10:30-11:15Math Ms. Mattarelli - paraprofessional Ms. Fisher - paraprofessionalMs. Simpson - teacher 9:00 small group instruction Nikki, Jason, Jamal 9:20 small group instruction Steven, Mason, Emily 9:00 listening centers Steven, Mason, Caitlyn 9:20 listening centers Nikki, Jason, Logan independent supplemental activities Computer - Jamal Desk work - Caitlyn Book report center - Logan Ms. Simpson - teacher Ms. Fisher - paraprofessional Ms. Mattarelli - paraprofessional 9:45 small group instruction Nikki, Jason, Logan 10:10 small group instruction Steven, Caitlyn, Mason 10:30 small group instruction Nikki, Jason, Jamal 10:50 small group instruction Steven, Mason, Emily independent supplemental activities Computer - Jamal Desk work - Caitlyn Book report center - Logan Seatwork and skills practice Spelling review and test – Emily, Mason Sentence construction activity – Emily, Jamal Skills practice Seatwork – Logan, Emily Computer practice – Caitlyn Math folder games - Nikki Practical application activities Points banking – all students Create shopping list – Steven, Jamal Measurement – Mason, Jason Click now to advance to the next slide

52 Mrs. Johnsons MondayMonday TimeClass ActivityAssignment Assist late arriving students Deliver attendance to office Morning Routine 8:15 – 8:30 group 1 – review vocabulary words Assist students with seat work Make work copies for math activity Prep for student snack Language Arts 8:30 – 10:30 Assist students with snack and clean up\supervise restroom break Facilitate reading activity with John and 3 rd grade peers 10:30 – 11:00Reading Set up and supervise measurement activity Review practice drill with David and Sam Assist students to prepare for lunch Math 11; :00 Supervise lunch activities Lunch12:00- 12:30 Social Studies Center time Support David and Chris in 3rd grade class activities – facilitate social interaction with peers 12:30 – 1:30 1:30 – 2:15 Supervise students with gathering materials and belongings Assist students riding buses 3041 and 7271 to dismissal point Dismissal2:15-2:30

53 WednesdayTuesdayFriday MondayThursday 8:15-8:30 8:30-10:30 10:30-11:00 11:00 -12:00 12:00-12:30 12:30 – 1:30 2:30–2:45 1:30-2:00 Morning Routine Morning Routine Morning Routine Morning Routine Morning Routine Lunch Prep to go home, Dismissal Prep to go home, Dismissal Prep to go home, Dismissal Prep to go home, Dismissal Prep to go home, Dismissal Art 11:00 – 11:40 Media Center Physical Education Music Story Time 11: :00 Social Studies Social Studies Science Learning Centers Learning Centers Reading, Language Arts Reading, Language Arts Reading, Language Arts Reading, Language Arts Reading, Language Arts Snack, Play break Snack, Play break Snack, Play break Snack, Play break Snack, Play break Math Social skills groups Classroom jobs 2:15-2:30

54 9:00-9:45Reading Activities 9:45 – 10:30Language Arts 10:30-11:15Math Ms. Simpson - teacherMs. Fisher - paraprofessional Ms. Mattarelli - paraprofessional 9:00 small group instruction Nikki, Jason, Jamal 9:20 small group instruction Steven, Mason, Emily 9:00 listening centers Steven, Mason, Caitlyn 9:20 listening centers Nikki, Jason, Logan independent supplemental activities Computer - Jamal Desk work - Caitlyn Book report center - Logan Seatwork and skills practice Spelling review and test – Emily, Mason Sentence construction activity – Emily, Jamal independent supplemental activities Computer - Jamal Desk work - Caitlyn Book report center - Logan Ms. Mattarelli - paraprofessional Ms. Fisher - paraprofessionalMs. Simpson - teacher 9:45 small group instruction Nikki, Jason, Logan 10:10 small group instruction Steven, Caitlyn, Mason Ms. Simpson - teacher 10:30 small group instruction Nikki, Jason, Jamal 10:50 small group instruction Steven, Mason, Emily Ms. Fisher - paraprofessional Skills practice Seatwork – Logan, Emily Computer practice – Caitlyn Math folder games - Nikki Ms. Mattarelli - paraprofessional Practical application activities Points banking – all students Create shopping list – Steven, Jamal Measurement – Mason, Jason

55 Click now to advance to the next slide

56 TimeSubjectMaterialsLesson or activities Student Schedule Morning Routine Language Arts Reading Math Lunch Science Center time Dismissal 8:15 – 8:30 8:30 – 10:30 10:30 – 11:00 11; :00 12:00- 12:30 12:30 – 1:30 1:30 – 2:15 2:15-2:30 Put away back pack Attendance Pledge of Allegiance Morning show Vocabulary Spelling book page 27 Read pages with a friend Write answers to comprehension questions Flash card practice Measurement activity Computer drill Sit at table 5 Gameboy when finished eating Potato vines activity Identifying plant parts Computer Homework Feed Rusty Bathroom Go to bus Speech 10:00 – 10:30 Social skills group 1:45-2:15 Schedule card Reading book Notebook Pencil Flashcards Measuring cups Beans Lunch box Gameboy Activity materials in science center Backpack Guinea pig food Vocabulary sheet Spelling book Pencil Permission slip, signed by parents

57 Group Instructional Activity: Student: Instructional Supports and Strategies Annual Goal to be Addressed: Skills Targeted for Instruction: Annual Goal to be Addressed: Skills Targeted for Instruction: Annual Goal to be Addressed: Skills Targeted for Instruction: Seat Jennifer between two other students written scripts for asking for materials or help and commenting on the project Timer for determining length of activity Locate activity materials in the center of the table, out of Jennifers easy reach Developing a lesson plan with multiple instructional goals for students at varying skill levels. Creating community map posters to be displayed in the front office. Students will create maps of the school neighborhood and community as a class project Increased fluency with functional communication skills Michael Jennifer Increase range of interaction and participation skills within a group activity with peers Derek Increase functional academic skills at the 3 rd grade level Michael will both verbally and in writing provide his own name and his parents names, home address and phone number, and the name of his school and teacher Jennifer will share materials, take turns and complete the activity with peers Identify and label names of streets on his bus route Write an itinerary as directions from school to Davis Park Prompt card with relevant personal information Photo of home and school as cue for location on neighborhood map Review sign in front of school and school website for name of school Labeled photos of parents and teacher Review map on school website for location s of school and Davis Park Map and pictures of streets and intersections between home and school

58 Communication with Parents At the start of the school year Daily or weekly communications School and classroom procedures Conferences and classroom visits Documentation of contacts

59 uses motivating materials incorporating child's preferences modifies interactive style to support student learning refers to sequences of picture symbols to expand use of single words to multiple word utterances adjusts learning environment to enhance attention and motivation uses appropriate waiting/pacing uses computer programs that ask What, Why, How, Where questions uses felt board characters that student can manipulate when reading stories utilizes typical peers as models for age appropriate communication and social interaction skills Suggested Strategies

60 predictable sequences using routines and repetition clearly defined beginning and ending structure within and across activities alternate between movement and sedentary activities consistent use of visual supports such as schedules and calendars, first/then boards and social scripts, when needed addresses students with a respectful manner and a calm tone Suggested Strategies

61 defines target behaviors tracks students progress can state behavioral hypotheses can provide a rationale for interventions For students with individualized behavior plans, the teacher:

62 Suggested Strategies Team effectively with other teachers and staff 1 Model appropriate attitudes and interactions 2 Share information and expertise 3 Conduct lessons and activities using differentiated instructional techniques 4 Meaningful interactions with non-disabled peers and social skills instruction are supported by teachers who: Click now to advance to the next slide

63 References 1.Rainforth, Beverly and York-Barr, Jennifer (1997). Collaborative Teams for Students with Severe Disabilities, (pp. 3-13). Baltimore: Paul H. Brookes Publishing Company. 2.Snell, Martha and Brown, Fredda (2006). Instruction of Students with Severe Disabilities, (pp ). Upper Saddle River: Pearson Prentice Hall. 3.Giangreco, Michael (1997). Quick Guides to Inclusion, (pp ). Baltimore: Paul H. Brookes Publishing Company. 4.Snell, Martha and Janney, Rachel (2000). Teachers guide to Inclusive Practices: Social relationships and Supports, (pp ). Baltimore: Paul H. Brookes Publishing Company.

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


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