Observation Instrument For Autism Classrooms Page 2

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Comments directed toward students follow a ratio of 7:1 instructive/positive
comments to corrective comments.
During instruction, staff deliver instructional cues clearly, prompt as needed,
and reinforce correct responses or deliver error correction as needed.
Inter-staff communication is respectful of students and limited in content to
classroom issues and instruction. Confidentiality of students is preserved.
All classroom staff are involved in delivering instruction, including during out-
of- classroom activities (lunch, recess, CBI).
All classroom staff can state IEP objectives being worked on for each student
when asked.
Instructional methods reflect the unique needs of students, and are grounded in
research-based practices, including DTT, incidental teaching, and direct
instruction.
Instruction pace promotes high rates of correct responding, and uses
appropriate schedules of reinforcement.
Instruction is individualized, incorporates natural and individualized
reinforcers, and encourages spontaneous use of skills in different settings
“Hands-on” contact with students promotes independence and preserves
dignity.
Skills are taught in the context of naturally occurring activities and daily
routines.
Students with slow rates of learning are provided intensive levels of
instruction, including daily one-on-one instruction sessions.
Data are collected during instructional activities for each student; data are
tracked, summarized and reported and brought to student study/IEP meetings.
Daily communication with parents is informative, positive and non-
judgmental.
CORE CURRICULUM AREAS
Staff create many opportunities for spontaneous use of communication skills,
and foster communication through a variety of instructional approaches.
Use of AAC devices or PECS or sign for students using these supports is
encouraged in all situations, and students are not denied access to their
communication systems.
Behavior problems are minimized by using choices, clear expectations and
positive reinforcement.
Students displaying behavioral difficulties have an individualized behavior
plan or have been referred for an FBA.
Opportunities for meaningful interaction and friendships with non-disabled
peers are provided. Social skills instruction is planned and supported by staff.
Curriculum and schedule reflect an emphasis on the core deficits of autism;
activities emphasize social interaction skills with adults and peers, functional
communication for all students, age appropriate engagement, and maximizing
independent functioning.
Comments:
Developed by Florida’s Centers for Autism and Related Disabilties (CARD)

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