1. Observation Instrument Click now to advance to the next slide
for
Autism Classrooms
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Dr. Karen Berkman
Hello, this is Dr. Karen Berkman . This tutorial is an accompaniment for the Observation instrument for Autism Classrooms.
This instrument and tutorial was developed as a collaborative statewide project across all of the Florida Centers for Autism and Related Disabilities.
On several slides throughout this presentation, you will see this button appear. If you would like additional information about the topic of the particular slide, just click the button. If you click it again when it appears at the end of the supplemental information, you will return to your previous point in the presentation. If you aren’t interested in learning more about the topic, just continue on with the presentation
You may also from time to time see this button appear. Clicking on it will take you to a blank , printable copy of the form demonstrated on that slide of the presentation.

2. Effective Programs for Children with Autism Spectrum Disorders
(National Research Council, 2001 (
Intensity matters
Early is better
Family participation is essential
Goals should be individualized and monitored regularly
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Instruction for students with autism often varies from one school or district to another. However, effective school programs – those in which student learning outcomes are consistently achieved and well documented – consistently reflect the same foundations.
In 2001, The National Research Foundation acknowledged these foundations as he following:
Intensity matters – quality education programs actively engage students in direct instruction for 25 hour per week or more.
Early is better - Intervention by 3 ½ years is more effective than after 5 years
Family participation is essential - Families involvement plays a critical role in effective educational programming
Educational goals should be individualized - Goals and supports need to target individual behaviors, as well as social, communication and academic priorities
Educational goals must also be monitored regularly – progress toward educational goals must be evaluated in an appropriate and ongoing manner in order to ensure effective instruction

3. CARD Classroom Observation Instrument
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Observers should:
be familiar with all aspects of quality educational programs for students with autism
use the tool as a starting point for discussions
recognize the tool is a subjective structure for guiding classroom observations
make more than one observation
be able to explain their observations
Based on these foundations, the CARD Classroom Observation Instrument is intended as a planning tool for professional development or program support.
Observers should:
Make more than one observation, scheduled at different points during the school day.
Be familiar with all aspects of quality educational program for students with autism and be able to recognize all indicators or their absence.
Recognize that this tool is a subjective structure for guiding classroom observations, not a measurement of teacher performance
Use this tool as a starting point for discussions with classroom staff about program development and support needs
Be able to explain their observations and the completed tool with classroom teachers and staff as a starting point for planning.
Now let’s take a look at the instrument itself,

4. Observation Instrument: Heading
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At the top, you’ll find a Heading section, for recording the name of the classroom teacher and support staff who were directly observed, dates the observations were conducted and the name of the observer.

5. Observation Instrument: Ratings
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Directly beneath the heading, you’ll see rankings used to indicate the presence of each program indicator.
Indicators should be rated as follows:
A 2 reflects the indicator was readily apparent and used or demonstrated actively and consistently throughout the observation
A rating of 1 reflects the indicator was present, but may not have been used or demonstrated consistently, or was only partially achieved.
A 0 reflects the indicator was not present or observed, despite it’s appropriateness for the observation context.
An NA rating is used if the observation context did not provide an adequate opportunity to observe the indicator.

6. Observation Instrument: Format Click now to advance to the next slide
Environmental arrangements
Scheduling, activities and intensity
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Core curriculum areas
Instruction and Interaction

7. Observation instrument: Notations
Next to each program quality indicator, you will find 2 separate columns for your notations. The center column is for you to not your rating of that indicator as based on the time period in which the observation was conduct.
On the right side of each indicator, you will also find a column for making notes ore comments regarding your observation of that indicator.
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8. Click now to advance to the next slide
Environmental
Arrangement
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Hello, this is Dr. Karen Berkman . This tutorial is an accompaniment for the Observation instrument for Autism Classrooms.
This instrument and tutorial was developed as a collaborative statewide project across all of the Florida Centers for Autism and Related Disabilities.
On several slides throughout this presentation, you will see this button appear. If you would like additional information about the topic of the particular slide, just click the button. If you click it again when it appears at the end of the supplemental information, you will return to your previous point in the presentation. If you aren’t interested in learning more about the topic, just continue on with the presentation
You may also from time to time see this button appear. Clicking on it will take you to a blank , printable copy of the form demonstrated on that slide of the presentation.

9. Room arrangement is clearly defined.
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XXX Room arrangement are clearly defined, with visual boundaries for specific activities. This allows adequate supervision of all students at all times and prevents or minimizes problem behaviors. It also facilitates learning.
Click the button if you would like to see a sample floor plan for an autism classroom.

10. Visual supports are at the correct level of symbolic representation.
school bus
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XXX Visual supports are at the correct level of symbolic functioning (representation) for individual students, and are used to enhance predictability , facilitate transitions, and convey expectations . What does the term “symbolic representation mean? C;lick the button to learn more about it.

11. Materials and furniture are age appropriate.
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XXX Materials and furniture are age appropriate and the correct size for students

12. Individual workstations are arranged left to right or top to bottom.
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XXX Individual workstations are arranged correctly, either left-right or top-bottom, and in a manner that indicates how much work, identifies when the task is finished, and what’s next. Materials in workstations are varied from day to day and are educationally and
functionally related to student IEPs.

13. Scheduling, Activities, and Intensity
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Now let’s consider the indicators that are reflective of good classroom management.

14. Staff schedules are posted.
Who: Shows staff and student assignments
Where: Locations
What: Activities
Prominently posted and checked
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XXX The staff schedule should reflect who the teachers, paraprofessionals, and other staff are working with, where they are working, and what they are doing. This should be posted in clear view for all classroom staff, and checked regularly by all.
Click the button to view 2 examples of classroom staff schedules

15. A daily class schedule is posted.
At student’s visual level
Appropriate for students’ level of symbolic understanding
Used throughout the day
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XXX This classroom schedule is for students to follow, so it should be posted at their visual level. Depending of the symbolic representation abilities of the students, classroom schedules may include objects, pictures, line drawings, or text. This schedule should be referred to throughout the day as the classroom activities change.
Click the button to see an example of a classroom schedule for elementary level students with autism.

16. 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
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XXX The activities reflected in the schedule should be age appropriate for the students. For example, reading or listening to nursery rhymes would be an age appropriate activity for pre-school students, but not for students in a middle school classroom.
Adapted work should reflect the student’s IEP goals and objectives. The materials should be adapted (if needed) to each student’s instructional level.

17. Schedules reflect a variety of learning formats.
1:1 instruction
Small group activities
Large group activities
Independent work
Social interaction/leisure options
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XXX The schedules should reflect different learning formats throughout the day, including
1:1 instruction
Small group activities
Large group lessons
Independent work
Social interaction and leisure or recreational options
Click the button to view and example of a classroom schedule that reflects all of these instructional groupings.

18. 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
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XXX Individual schedules should be used for each student. These schedules should be posted where the student can easily refer to it – on or near his/her desk, or in a folder kept inside the student’s work space. Depending on the student’s level of symbolic representation, the schedule may be made of objects, pictures, line drawings, or text. To be used correctly, the student should check the schedule at the beginning of the day and each class period. As activities are finished, the symbol for that activity is removed, checked off, or marked in some way to indicate its completion. Students who are just learning to follow their schedule may need prompting to do this, but others should do it independently.
To view examples of student visual schedules, click the button now.

19. Large group transitions are smooth.
Occur infrequently
Supported by environmental arrangement and scheduling
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XXX Large group transitions may be difficult for students with ASD, so they should happen infrequently, and be conducted in a smooth and efficient manner when they do. Transitions should be supported by environmental arrangements in order to define space and allow each student to know where he/she should be. This example shows pictures of students’ feet which indicate where they should stand to line up.

20. Staff/student ratio is adequate.
Considerations:
The nature of the instructional activity
Level of student familiarity with the task
Environmental factors
Student level of frustration or failure
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XXX Determining a successful ratio of adults and students will vary depending on several factors, such as:
The nature of the instructional activity – is it one in which student sill require close supervision for safely issues?
Level of student skill and familiarity with the task – if the activity is the first time students are introduced to a new skill or situation, they may require closer supervision.
Are there environmental factors to be considered, such as open doors, extraneous noise or the possibility of a disruption of a routine?
Is the student likely to experience frustration or failure without adequate assistance in the activity?

21. Activities are language-based.
Instructional activities promote communicative exchanges such as requesting, commenting, and asking and/or answering questions.
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XXX Because communication is one of their primary skill deficit area, language-based activities are particularly important for students with autism spectrum disorders, regardless of their current communication abilities. Classroom staff should promote communicate by arranging situations in which students must request materials or assistance, ask questions, share information and comment on activities.

22. All students are engaged in meaningful activities.
Instructional activities are…
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
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XXX Sound educational programming consistently provide learning activities that are educationally relevant, meaningful to the student and valued by other people. Instructional activities should consistently provide high levels of structure and routine and should be varied in the length of time and level of motor activity involved.

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
Isn’t interfering
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XXX During a 5 minute observation period, you should see classroom staff interact with each student at least one time to teach or promote learning in some way. During extended work periods, this sort of interaction should continue to occur at a rate that supports learning but doesn’t interfere with it.

24. Instruction and Interaction
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The next categories addresses all the aspects of high quality instruction for students with autism spectrum disorders.

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
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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.
XXX Most of the comments directed to students by classroom staff should be positive and instructive. If a corrective comment is made, efforts should then be made to add more positive comments.
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27. Staff members use systematic instructional strategies.
deliver instructional cues clearly
prompt students as needed
reinforce correct responses
correct errors when needed
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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
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29. Classroom staff deliver instruction actively and directly.
Staff Members:
Recognize incidental opportunities for instruction in all school settings
Deliver instruction within naturally occurring opportunities
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XXX Opportunities for instruction often occur coincidentally in all school activities across the day, both in and out of the classroom. This indicator requires the observer to rate how well classroom staff recognize and use these opportunities to teach or reinforce relevant targeted skills.

30. All classroom staff are familiar with student learning goals….
and can target individual goals in learning activities.
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XXX It is important for all staff to be familiar with the IEP goals for each student. All classroom staff should be able to explain how the activity they are conducting relates to each of the students learning goals.
Click on the button to learn more about this.

31. Instructional methods reflect the unique needs of students…
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and are grounded in research-based practices.
XXX Instructional strategies and intervention approaches should be individualized to suit the unique learning characteristics and needs of the students. These approaches should also be reflective of a significant body of research based evidence that clearly indicates their effectiveness.

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
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XXX The pace of the instruction should promote a high rate of correct responding for each student. It should keep the students actively engaged but not so fast that it frustrates or overwhelms the student. Reinforcement for correct responding should occur at a rate that is appropriate for the student’s abilities and level of skill mastery.

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
XXX Students with Autism Spectrum Disorders learn in their own way and have individual strengths and weaknesses. Effective teachers will demonstrate an ability to provide instruction that is individualized to the needs of each student. Reinforcers used reflect a natural response to the targeted skill. Additionally, instruction should include planned opportunities to practice skills in a number of different settings or circumstances.
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34. Instruction is an active process.
The instructional style of the teacher…
Actively engages students
Preserves students’ dignity
Promotes independence
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XXX Teachers should be actively engaged while teaching students.. They should demonstrate a teaching style that is emphasizes direct interaction with the student, respects their dignity and prioritizes student independence.

35. The instructional context is natural.
Generalization of skills
Embedded skills instruction
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XXX Learning and generalization of skills is enhanced when they are taught within the naturally occurring activities and routines of the school day. Opportunities to teach many important life skills, such as choice making, communication and social interaction should be embedded into routinely scheduled learning activities.

36. Instruction is intensive.
Students with slow rates of learning are provided:
Intense levels of instruction
Daily one-on-one instruction
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XXX The intensity of instruction should increase for students who have more pronounced needs. This often will involve intense, daily, one-to one skills instruction and data collection for purposes of measurement of progress and decision making.

37. Student performance data is collected regularly.
Collected daily during instructional activities
Summarized regularly
Reviewed at team planning meetings
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XXX The collection of data is critical aspect of designing, instructing, and evaluating targets skills for students with Autism Spectrum Disorders. Student performance data during each instructional activity. This data should be taken daily and summarized regularly. It should be reviewed at team planning meetings to make decisions as the progress of the student’s learning and the effectiveness of instructional methodologies employed.

38. Communication with parents occurs frequently.
Information is specific to the student
Positive comments and observations
Non-judgmental
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XXX Since students with autism are often not about to share events and news with parents, they need to receive information about the child’s school day from school personnel. Therefore, frequent and effective communication with parents is an important component of educational programming for students with autism spectrum disorders. Information provided should be specific to the student and be positive and non-judgmental in tone.
Click the button to learn more about methods for communicating with parents

39. Instruction and Interaction
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The next categories addresses all the aspects of high quality instruction for students with autism spectrum disorders.

40. Communication is continuously promoted.
Classroom staff:
create opportunities for spontaneous use of communication skills.
foster communication through a variety of instructional approaches.
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XXX As communication skills are a fundamental deficit area of autism spectrum disorders. Therefore, it needs to be addressed as an instructional priority throughout the entire school day. To do this, teachers and classroom staff should create continuous opportunities to elicit spontaneous communication from students, and to foster communication through a variety of instructional approaches.
Click the button to learn more about specific strategies that will continuously promote communication.

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.
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XXX Some students with autism spectrum disorders can communicate more effectively and with less effort if they can rely on an augmentative communications support or device. Without the, these students in effect do not have a voice. But simply having the device available is not sufficient for students with this level of need – they must also be taught it’s purpose and motivated to use it. Therefore, communication devices and supports must be easily accessible to students at all times, and they should be encouraged to rely on them to express their needs and desires.
Click on the button to see several strategies for promoting the use of communication devices and supports

42. A proactive approach to behavior is taken.
The likelihood of behavior problems is minimized by:
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offering choice making opportunities
clarifying expectations
positive reinforcement
XXX The likelihood of behavior problems is minimized by offering students choice making opportunities, , clarifying expectations and positive reinforcement of desired behaviors.
Click on the button to learn suggested proactive strategies for behavior support.

43. Click now to advance to the next slide
Plans for addressing serious behavior problems are developed and in place.
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XXX Students displaying behavioral difficulties have an individualized behavior plan or have been referred for an FBA
Click the button to find out more about the teacher’s role in the development and implementation of a comprehensive behavior support plan.

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
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XXX Social skills and abilities are another fundamental deficit area for students with autism spectrum disorders. Therefore, social competence are also an instructional priority to be targeted throughout the entire school day. Because of this, a typical school day should offer frequent and varied opportunities to interact with non-disabled peers. Social skills instruction should be planned and supported by staff, along with information and guidance for peers.
Click the button to find out about specific teacher behaviors that promote social growth for their students

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
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XXX Teaching students with autism spectrum disorders requires that all instructional personnel be knowledgeable about the condition itself and its core deficit areas. This knowledge is critical so the classroom curriculum and schedule will reflect an emphasis on skills instruction in these deficit areas; activities will emphasize social interaction skills with adults and peers, stress functional communication for all students, promote age appropriate engagement, and maximize independent functioning

46. Using Gathered Information Click now to advance to the next slide
Examples of appropriate educational practice
Priorities for further programmatic development
Priorities for further staff development
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Now that you’ve completed the classroom observation, information gathered with the instrument can be used to identify aspects of the classroom as:
Strong examples of appropriate educational practice for students with autism spectrum disorders. These areas of programmatic strength can then be observed by other teachers for their own professional or programmatic development.
Priorities for further programmatic development
Priorities for further staff development

47. University Of South Florida Center for Autism & Related Disabilities
Questions?
Contact
University Of South Florida
Center for Autism & Related Disabilities
If you have questions after watching this tutorial, please feel free to contact CARD-USF for further assistance.
(813)
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48. Click now to advance to the next slide
materials
instructional
class meeting space
chalkboard/display space
bulletin board
filing cabinets
bookshelves
large group
instructional table
door
student desks, independent learning area
storage for student belongings
student schedules
computers
play/recreation area
storage
student learning materials
storage
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49. storage for student belongings
materials
instructional
materials
instructional
filing cabinets
class meeting space
chalkboard/display space
bulletin board
bookshelves
large group
Instructional table
door
student desks, independent learning area
storage for student belongings
storage for student belongings
student schedules
computers
It’s important that materials and supplies are organized for use by both teachers and students.
Materials needed for lessons should be located in a convenient spot that is easy to access as the activity begins and progresses. Valuable instructional time should not be wasted to gather materials.
Student supplies and materials should be clearly marked and located in a part of the classroom that is easily accessible . These items can be labeled with student names and the name of the object.
There should also be a clearly identified area for personal items, such as lunch bags and back packs. The personal belongs of classroom staff should be kept in a secure area, such as a filing cabinet or desk drawer, where they are out of the students’ visual field
storage
play/recreation area
student learning materials
student learning materials
storage

50. Representing the Message
What symbol do you use?
Objects or remnants
Photographs
Color drawings
Icons
Written or printed words
“Deluxe Cheeseburger”
An important consideration for the use of visual support for a student with autism is choosing the right level of symbolic representation for the student.
The most concrete level or symbolic representation is to use an actual object, or a remnant of one, to represent the activity associated with it.
Photographs are a bit more abstract because even though they look exactly like the object they represent, they are two dimensional
Color drawings are the next symbolic level. The more closely they resemble the item or activity they represent, the more concrete and therefore easy to understand, they will be.
Black and white drawings, icons or logos are an even more symbol for representing an item or activity. While the shape or form often looks like the item it represents, icons ore much more abstract in nature than color drawings.
Written or printed words are the most abstract, because they rpresent the sounds that for a spoken word. In turn, spoken words represent other people, items, activities or concepts.

51. 9:00-9:45 Reading Activities Language Arts 10:30-11:15 Math
Ms. Mattarelli - paraprofessional
Ms. Simpson - teacher
Ms. Fisher - 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
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9:45 – 10:30
Language Arts
Ms. Mattarelli - paraprofessional
Ms. Simpson - teacher
Ms. Fisher - paraprofessional
Seatwork and skills practice
Spelling review and test – Emily, Mason
Sentence construction activity – Emily, Jamal
9:45 small group instruction
Nikki, Jason, Logan
10:10 small group instruction
Steven, Caitlyn, Mason
independent supplemental activities
Computer - Jamal
Desk work - Caitlyn
Book report center - Logan
Here is an example of a staff schedule including 1 teacher and 2 paraprofessionals. Note that it shows which students each adult is working with, where they are working, and what they are doing.
10:30-11:15
Math
Ms. Mattarelli - paraprofessional
Ms. Simpson - teacher
Ms. Fisher - paraprofessional
Practical application activities
Points banking – all students
Create shopping list – Steven, Jamal
Measurement – Mason, Jason
10:30 small group instruction
Nikki, Jason, Jamal
10:50 small group instruction
Steven, Mason, Emily
Skills practice
Seatwork – Logan, Emily
Computer practice – Caitlyn
Math folder games - Nikki

52. Monday Mrs. Johnson’s Monday Time Class Activity Assignment Morning
Routine
Assist late arriving students
Deliver attendance to office
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 3rd grade peers
10:30 – 11:00
Reading
Set up and supervise measurement activity
Review practice drill with David and Sam
Assist students to prepare for lunch
11; :00
Math
12:00- 12:30
Lunch
Supervise lunch activities
Since planning time and opportunities to discuss student learning may be hard for staff to find, his example provides a daily schedule for one paraprofessional. Notice that it not only indicates time periods and class activities, but also clearly states the duties for that staff member during each time period.
A blank copy of this duty roster is available by clicking on the arrow button.
Social
Studies
Support David and Chris in 3rd grade class activities – facilitate social interaction with peers
12:30 – 1:30
Center
time
1:30 – 2:15
Supervise students with gathering materials and belongings
Assist students riding buses and 7271 to dismissal point
2:15-2:30
Dismissal

53. Wednesday Tuesday Friday Monday Thursday 8:15-8:30 8:30-10:30
Morning
Routine
8:15-8:30
Social
Studies
Science
Learning
Centers
Reading,
Language
Arts
Snack,
Play break
Math
Social skills
groups
8:30-10:30
Art 11:00 – 11:40
Media
Center
Physical Education
Music
Story Time
11: :00
10:30-11:00
11:00 -12:00
12:00-12:30
Lunch
12:30 – 1:30
A schedule should reflect all class wide activities for the week. Certain daily school wide activities such as arrival and dismissal times and lunch should always be indicated at the same time each day.
Time should also be allocated for class wide activities that occur at certain timed during the week, but may not occur every day or at the same time. These activities could be special classes, such as Art, PE or music.
The remainder of the day should be allocated for individual and group instruction determined by the targeted educational goals of each student.
1:30-2:00
2:15-2:30
Classroom jobs
Prep to go
home,
Dismissal
2:30–2:45

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

55. Click now to advance to the next slide
This is an example of a written afternoon schedule for a student. The schedule should be individualized to include activities that only this student may do (go to office for medicine) and at the appropriate level for the student.

56. Social skills group 1:45-2:15
Student Schedule
Time
Subject
Materials
Lesson or activities
Put away back pack
Attendance
Pledge of Allegiance
Morning show
Morning
Routine
Schedule card
8:15 – 8:30
Language
Arts
Vocabulary
Spelling book page 27
Vocabulary sheet
Spelling book
Pencil
8:30 – 10:30
Speech 10:00 – 10:30
Read pages with a friend
Write answers to comprehension questions
Reading book
Notebook
Pencil
10:30 – 11:00
Reading
Flash card practice
Measurement activity
Computer drill
Flashcards
Measuring cups
Beans
11; :00
Math
Sit at table 5
Gameboy when finished eating
Lunch box
Gameboy
12:00- 12:30
Lunch
In order to anticipate transitions and changes in the routine, many students with autism rely on personal schedules that identify exactly what and when their personally activities will be for the day. Each student schedule should indicate anything that varies form what the rest of the e class is doing.
Some students need to know the order and sequence of the day’s activities.
Others may rely on their schedules to tell them exactly what work to do and the materials they will need to complete it.
If a student isn’t able to read the printed words for his or her activities, they can be paired with a picture or symbol for it.
Click now to view or print a blank copy of this student schedule form.
Potato vines activity
Identifying plant parts
Activity materials in science center
12:30 – 1:30
Science
Center
time
Computer
1:30 – 2:15
Permission slip, signed by parents
Social skills group 1:45-2:15
Homework
Feed Rusty
Bathroom
Go to bus
Backpack
Guinea pig food
2:15-2:30
Dismissal

57. Group Instructional Activity:
Student:
Instructional Supports and Strategies
Annual Goal to be Addressed:
Skills Targeted for Instruction:
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
Michael
Increased fluency with functional communication skills
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
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
Developing a lesson plan with multiple instructional goals for students at varying skill levels.
Jennifer
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
Increase range of interaction and participation skills within a group activity with peers
Jennifer will share materials, take turns and complete the activity with peers
Derek
Review map on school website for location s of school and Davis Park
Map and pictures of streets and intersections between home and school
Increase functional academic skills at the 3rd grade level
Identify and label names of streets on his bus route
Write an itinerary as directions from school to Davis Park

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
The foundation for a collaborative partnership with the family members of students should begin a the start of the school year.
Encourage teachers to use start of the year open house to distribute material lists, go over the daily routine, share instructional materials and gather input about the child from the family’s perspective. Many teacher also use this opportunity to gather this information. Click here to print a blank copy of a family survey.
As parents to provide the class with a blank notebook for communication regarding events and issues between school and home.
Classroom and school procedures should be clarified with parents.
Some parents may wish to observe in the classroom or talk with classroom staff directly about their child. teachers should be encouraged to clarify procedures for classroom visits, phone calls and teacher conferences.
To promote accountability, teachers should also keep a record of all phone conversations or messages with family members. Click this button to print a blank copy of a classroom phone log

59. Suggested Strategies
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
To promote spontaneous use of communication skills and foster communication through a variety of instructional approaches, the teacher:
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

60. Suggested Strategies
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
predictable sequences using routines and repetition
clearly defined beginning and ending
structure within and across activities
alternate between movement and sedentary activities
XXX Specific strategies for reducing the likelihood or behavior problems include the following:
Activities are structured to provide predictable sequences using routines and repetition
Activities also have clearly defined beginning and ending points
visual supports are used to provide structure within and across activities
Schedules alternate between high energy and sedentary activities
Students consistently rely on visual supports including schedules and calendars, , first/then boards, social scripts as indicated by the situation and their needs
Adults address students with a respectful manner and a calm tone of voice and

61. Suggested Strategies
For students with individualized behavior plans, the teacher:
defines target behaviors
tracks students progress
can state behavioral hypotheses
can provide a rationale for interventions
For students with individualized behavior plans, the teacher:
Can clearly and concisely define target behaviors in observable and measurable terms
tracks students progress through consistent data collection procedures
Can state hypotheses as the purpose of the targeted behavior
Can provide a rationale for interventions that is driven by these hypotheses

62. Click now to advance to the next slide
Suggested Strategies
Meaningful interactions with non-disabled peers and social skills instruction are supported by teachers who:
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
Click now to advance to the next slide
Meaningful interactions with non-disabled peers and social skills instruction are supported by the teacher who:
Team effectively with other teachers and staff around collaborative teaching activities
Model appropriate attitudes and interactions for students and other staff members
Share information and expertise with regard to their areas of specialization
Conduct lessons and activities using differentiated instructional techniques

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

64. Suggested Strategies
consistently uses visual supports for students’ schedules, daily class schedules, and special areas
provides picture schedule to prepare students for transition or change
utilizes sign language videos that teach simple signs
gives opportunities on a daily basis to generalize the use of visual supports
To encourage use of augmentative communication, the teacher:
provides picture schedule prior to event to prepare student for transition/change
utilizes sign language videos that teach simple signs
consistently uses visual supports for students’ schedules, daily class schedules, and special areas (P.E., Music, etc.)
gives opportunities on a daily basis to generalize the use of signs