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)