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

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

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

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 Classroom environment and operation Curriculum and instruction Opportunities for typical experiences Program model and policies 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. 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… 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 students learning needs and instructional goals Click now to advance to the next slide

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

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

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

33 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… 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 Click now to advance to the next slide Program Model and Policies

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 Click now to advance to the next 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…

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

41 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 Click now to advance to the next slide Classroom Staff…

42 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

43 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

44 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


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