Classroom Observation Form (ESE classrooms)

Autism Observation Instrument for Exceptional Education Classrooms

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General Information

School:

Date:

Administrator Completing Instrument:


Score Code

0: Absent

1: Present, but not being used; or partially achieved

2: Present and being actively used

NA: no opportunity to evaluate


Observation Items


ENVIRONMENTAL ARRANGEMENT

1. Room arrangement has clearly defined visual boundaries for specific activities,

allows for supervision of all students at all times; and prevents or minimizes problem behaviors.

SCORE:

COMMENTS:

2. Visual supports are at the correct level of symbolic functioning, and are used
to enhance predictability, facilitate transitions, and help convey expectations.

SCORE:

COMMENTS:

3. Materials and furniture are age appropriate.

SCORE:

COMMENTS:

4. Individual workstations are arranged left-right or top-bottom, and tell how much work, what work, when finished, and what’s next.

SCORE:

COMMENTS:

5. Materials in workstations are varied from day to day and are educationally and functionally related to student IEPs.

SCORE:

COMMENTS:


SCHEDULING, ACTIVITIES, AND INTENSITY

1. A staff schedule showing staff and student assignments, locations, and activities, is prominently posted and being followed.

SCORE:

COMMENTS:

2. A daily classroom schedule is posted at student level, is visible and appropriate for students’ level of symbolic functioning, and is used throughout the day.

SCORE:

COMMENTS:

3. Schedule and activities reflect appropriate distribution of curriculum for the age, level and individual needs of students in the classroom.

SCORE:

COMMENTS:

4. Schedules reflect a variety of learning formats for each student, including 1:1 instruction, small group, large group, independent work, and social interaction/leisure options.

SCORE:

COMMENTS:

5. Individual schedules are at child level and are being used correctly.

SCORE:

COMMENTS:

6. Large group transitions are infrequent and supported by environmental arrangement and scheduling.

SCORE:

COMMENTS:

7. Staff ratio of at least 1 adult for every 3 students is maintained during observation.

SCORE:

COMMENTS:

8. Activities are language-based, and staff encourage commenting, asking and answering questions; staff create opportunities to promote communication between students.

SCORE:

COMMENTS:

9. Students remain actively engaged in learning opportunities throughout observation, with no more than 2 minutes down time.

SCORE:

COMMENTS:

10. During 5 minute observation, staff interact with each student at least once to teach or promote learning.

SCORE:

COMMENTS:


INSTRUCTION AND INTERACTION

1. Communication directed to students is clear and relevant, appropriate to language ability, grammatically correct and presents opportunities for dialogue (rather than being largely directive).

SCORE:

COMMENTS:

2. Comments directed toward students follow a ratio of 7:1 instructive/positive comments to corrective comments.

SCORE:

COMMENTS:

3. During instruction, staff deliver instructional cues clearly, prompt as needed, and reinforce correct responses or deliver error correction as needed.

SCORE:

COMMENTS:

4. Inter-staff communication is respectful of students and limited in content to classroom issues and instruction. Confidentiality of students is preserved.

SCORE:

COMMENTS:

5. All classroom staff are involved in delivering instruction, including during out-of- classroom activities (lunch, recess, CBI).

SCORE:

COMMENTS:

6. All classroom staff can state IEP objectives being worked on for each student when asked.

SCORE:

COMMENTS:

7. Instructional methods reflect the unique needs of students, and are grounded in research-based practices, including DTT, incidental teaching, and direct instruction.

SCORE:

COMMENTS:

8. Instruction pace promotes high rates of correct responding, and uses appropriate schedules of reinforcement.

SCORE:

COMMENTS:

9. Instruction is individualized, incorporates natural and individualized reinforcers, and encourages spontaneous use of skills in different settings.

SCORE:

COMMENTS:

10. “Hands-on” contact with students promotes independence and preserves dignity.

SCORE:

COMMENTS:

11. Skills are taught in the context of naturally occurring activities and daily routines.

SCORE:

COMMENTS:

12. Students with slow rates of learning are provided intensive levels of instruction, including daily one-on-one instruction sessions.

SCORE:

COMMENTS:

13. Data are collected during instructional activities for each student; data are tracked, summarized and reported and brought to student study/IEP meetings.

SCORE:

COMMENTS:

14. Daily communication with parents is informative, positive and nonjudgmental.

SCORE:

COMMENTS:


CORE CURRICULUM AREAS

1. Staff create many opportunities for spontaneous use of communication skills, and foster communication through a variety of instructional approaches.

SCORE:

COMMENTS:

2. 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.

SCORE:

COMMENTS:

3. Behavior problems are minimized by using choices, clear expectations and positive reinforcement.

SCORE:

COMMENTS:

4. Behavior problems are minimized by using choices, clear expectations and positive reinforcement.

SCORE:

COMMENTS:

5. Students displaying behavioral difficulties have an individualized behavior plan or have been referred for an FBA.

SCORE:

COMMENTS:

6. Opportunities for meaningful interaction and friendships with non-disabled peers are provided. Social skills instruction is planned and supported by staff.

SCORE:

COMMENTS:

7. 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.

SCORE:

COMMENTS


Developed by Florida’s Centers for Autism and Related Disabilities (CARD)