Observation Instrument For Autism Classrooms
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1
2Observation Instrument for Autism Classrooms
Classroom/Teacher: _____________________________
Date:______________________
Support Staff: _______________________________________________________________
Administrator/Observer:__________________________________________
Score:
2: Present and being actively used
1: Present, but not being used; or partially achieved
0: Absent
NA: no opportunity to evaluate
Quality Classroom Indicator:
Score
Comments
ENVIRONMENTAL ARRANGEMENT
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.
Visual supports are at the correct level of symbolic functioning, and are used
to enhance predictability, facilitate transitions, and help convey expectations.
Materials and furniture are age appropriate.
Individual workstations are arranged left-right or top-bottom, and tell how
much work, what work, when finished, and what’s next. Materials in
workstations are varied from day to day and are educationally and functionally
related to student IEPs.
SCHEDULING, ACTIVITIES, AND INTENSITY
A staff schedule showing staff and student assignments, locations, and
activities, is prominently posted and being followed.
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.
Schedule and activities reflect appropriate distribution of curriculum for the
age, level and individual needs of students in the classroom.
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.
Individual schedules are at child level and are being used correctly.
Large group transitions are infrequent and supported by environmental
arrangement and scheduling.
Staff ratio of at least 1 adult for every 3 students is maintained during
observation.
Activities are language-based, and staff encourage commenting, asking and
answering questions; staff create opportunities to promote communication
between students.
Students remain actively engaged in learning opportunities throughout
observation, with no more than 2 minutes down time.
During 5 minute observation, staff interact with each student at least once to
teach or promote learning.
INSTRUCTION AND INTERACTION
Communication directed to students is clear and relevant, appropriate to
language ability, grammatically correct and presents opportunities for dialogue
(rather than being largely directive).
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