Observation Instrument for Autism Classrooms

Observation Instrumentfor

Autism ClassroomsDr. Karen Berkman

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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)


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


Observers should:

Observation Instrument: Heading


Observation Instrument: Ratings


Observation Instrument: Format

Environmental arrangements

Scheduling, activities and intensity

Core curriculum areas

Instruction and Interaction


Observation instrument: Notations


Environmental Arrangement Click now to

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Room arrangement is clearly defined.


Visual supports are at the correct level of symbolic representation.

school bus


Materials and furniture are age appropriate. Click now to



Individual workstations are arranged left to right or top to

bottom.

Scheduling, Activities, and Intensity


Staff schedules are posted.

• Who: Shows staff and student assignments

• Where: Locations

• What: Activities

• Prominently posted and checked


A daily class schedule is posted.

• At student’s visual level

• Appropriate for students’ level of symbolic understanding

• Used throughout the day


Schedules reflect appropriate distribution of curriculum.

• Age-appropriate materials

• Adapted for individual needs, based on IEP goals

• Each student’s work at his/her instructional level


Schedules reflect a variety of learning formats.

• 1:1 instruction

• Small group activities

• Large group activities

• Independent work

• Social interaction/leisure options


Individual schedules are available for each student.

• Posted for convenient reference

• Reflect the student’s understanding of symbolic representation

• Checked frequently

• Activity completion is consistently indicated

• Used with increasing independence


Large group transitions are smooth.

• Occur infrequently

• Supported by environmental arrangement and scheduling


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:


Activities are language-based.

Instructional activities promote communicative exchanges such as

requesting, commenting, and asking and/or answering questions.


• Relevant to the student’s 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…


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• Isn’t interfering


Instruction and Interaction


Staff communication with studentsis clear and relevant.

• is appropriate to language ability

• communication supports are easily accessible at all times.

• regular opportunities for dialogue


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.


Staff members use systematic instructional strategies.

Staff Members:

• deliver instructional cues clearly

• prompt students as needed

• reinforce correct responses

• correct errors when needed


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


Staff Members:

• Recognize incidental opportunities for instruction in all school settings

• Deliver instruction within naturally occurring opportunities

Classroom staff deliver instruction actively and directly.


All classroom staff are familiar with student learning goals….

and can target individual goals in learning activities.


Instructional methods reflect the unique needs of

students…

and are grounded in research-based

practices.


Instructional pacing is appropriate.

• Promotes a high rate of correct responding

• Actively engages student without frustration

• Correct responses and desired behaviors are reinforced frequently


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


Instruction is an active process.

• Actively engages students

• Preserves students’ dignity

• Promotes independence

The instructional style of the teacher…


The instructional context is natural.

• Generalization of skills

• Embedded skills instruction Click now to advance to the next slide

Instruction is intensive.

• Intense levels of instruction

• Daily one-on-one instruction

Students with slow rates of learning are provided:


Student performance data is collected regularly.

Data is:• Collected daily during

instructional activities

• Summarized regularly

• Reviewed at team planning meetings


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

Instruction and Interaction Click now to


Communication is continuously promoted.

Classroom staff: • create opportunities for spontaneous

use of communication skills.

• foster communication through a variety of instructional approaches.


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.


The likelihood of behavior problems is minimized by:

A proactive approach to behavior is taken.

• offering choice making opportunities

• clarifying expectations

• positive reinforcement


Plans for addressing serious behavior problems are developed and in place.


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


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


• Examples of appropriate educational practice

• Priorities for further programmatic development

• Priorities for further staff development

Using Gathered Information


Questions?Contact

University Of South FloridaCenter for Autism & Related Disabilities

(813) 974-25321-800-333-4530

http://card-usf.fmhi.usf.edu

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chalkboard/display space

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student desks, independent learning area

student learning materials

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storage for student belongings

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student desks, independent learning area

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class meeting space

chalkboard/display space

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filing cabinets

“Deluxe Cheeseburger”

Representing the Message

• Objects or remnants

• Photographs

• Color drawings

• Icons

• Written or printed words

What symbol do you use?

9:00-9:45 Reading Activities

9:45 – 10:30 Language Arts

10:30-11:15 Math

Ms. Mattarelli - paraprofessional

Ms. Fisher - paraprofessionalMs. Simpson - teacher

9:00 small group instruction

Nikki, Jason, Jamal


Steven, Mason, Emily

9:00 listening centers

Steven, Mason, Caitlyn


Nikki, Jason, Logan

independent supplemental activities

Computer - Jamal Desk work - Caitlyn Book report center - Logan

Ms. Simpson - teacher


Ms. Fisher - paraprofessional





Nikki, Jason, Logan


Steven, Caitlyn, Mason


Nikki, Jason, Jamal





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


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Mrs. Johnson’s MondayMonday

Time Class ActivityAssignmentAssist late arriving studentsDeliver attendance to office

Morning Routine

8:15 – 8:30

group 1 – review vocabulary wordsAssist students with seat work Make work copies for math activityPrep 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 3rd grade peers 10:30 – 11:00 Reading

Set up and supervise measurement activityReview practice drill with David and Sam

Assist students to prepare for lunch Math11;00 -

12:00

Supervise lunch activitiesLunch12:00- 12:30

Social Studies

Center time

Support David and Chris in 3rd grade class activities – facilitate social interaction with peers12:30 – 1:30

1:30 – 2:15

Supervise students with gathering materials and belongingsAssist students riding buses 3041 and 7271 to dismissal pointDismissal2:15-2:30

WednesdayTuesday FridayMonday Thursday

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 Lunch Lunch Lunch 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 Time11:40 - 12:00

Social Studies

Social Studies

Science 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 Math Math

MathSocial skills

groups

Classroom jobs

Classroom jobs

Classroom jobs

Classroom jobs

Classroom jobs

2:15-2:30

9:00-9:45 Reading Activities

9:45 – 10:30 Language Arts

10:30-11:15 Math

Ms. Simpson - teacher Ms. Fisher - paraprofessional Ms. Mattarelli - paraprofessional


Nikki, Jason, Jamal




Steven, Mason, Caitlyn


Nikki, Jason, Logan



Seatwork and skills practice

Spelling review and test – Emily, Mason

Sentence construction activity – Emily, Jamal




Ms. Fisher - paraprofessionalMs. Simpson - teacher


Nikki, Jason, Logan


Steven, Caitlyn, Mason



Nikki, Jason, Jamal




Skills practice

Seatwork – Logan, Emily

Computer practice – Caitlyn

Math folder games - Nikki

Ms. Mattarelli - paraprofessionalPractical application activities

Points banking – all students

Create shopping list – Steven, Jamal

Measurement – Mason, Jason

J ohn’s Af ternoon Schedule Lunch Go to offi ce for medicine Science with Ms. Brown Choose drawing or reading- set timer for 15 minutes Speech with Mr. Lewis Choose activities f rom choice menu- set timer for

15 minutes Reading buddy _________ - Mrs. J ones’ class Home/school journal with Ms. Brown Books, homework list, and behavior list in backpack Go to af ter school program


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Time Subject MaterialsLesson 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

12:00- 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 17-23 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

Group Instructional Activity:

Student:

Student:

Student:

Instructional Supports and Strategies



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 Jennifer’s 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 3rd

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

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

uses motivating materials incorporating child's preferencesmodifies interactive style to support student learningrefers to sequences of picture symbols to expand use of single words to multiple word utterancesadjusts learning environment to enhance attention and motivation

uses appropriate waiting/pacinguses computer programs that ask “What”, “Why”, “How”, “Where” questionsuses 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

• 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



• defines target behaviors

• tracks students progress

• can state behavioral hypotheses

• can provide a rationale for interventions

For students with individualized behavior plans, the teacher:


• 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:


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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. 389-290). Upper Saddle River: Pearson Prentice Hall.

3. Giangreco, Michael (1997). Quick Guides to Inclusion, (pp. 128-129). Baltimore: Paul H. Brookes Publishing Company.

4. Snell, Martha and Janney, Rachel (2000). Teacher’s guide to Inclusive Practices: Social relationships and Supports, (pp. 104-107). Baltimore: Paul H. Brookes Publishing Company.

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


Observation Instrument for Autism Classrooms

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