Alternative Observation Reflection

Benette Yates
EDU 203
Field Observation and Reflection Artifact #2
Professor Constantina Pappas M. ED., BCBA
Part 1 (Instruction). Small Wonders, Big Gains, The Pre-school Autism Classroom

1: Is instruction delivered in small groups, centers, whole groups, individually?

IN the video, instruction is given in small groups and individuals at a time.

2: Describe you are the teacher’s teaching style

The teacher uses the response to Intervention strategies which are multi-tiered teaching which

tries to understand and counter the behavior and instructions needs of the children.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give examples.

The teacher uses various sensory modalities in this class. For instance, when she uses light

images on the board and asks the students to identify.

 4: Do the students seem engaged in the lesson(s) presented? Please explain.

Yes, the students seem engaged in the class since they [participate in the activities given by the

instructors.

 5: Are there any students isolated or not present/participating in the class? Explain?

NO, all the students in this class seem to be very interested in learning and fully participate in the

lesson with the aid of the teachers.

6. Did you see any accommodations or modifications made to the lesson for the student? If so,

what were they?

There were no accommodations or modifications used in the lessons as the students were all

subjected to the same tasks.

7: How does the teacher handle transitions from subject to subject or activity to activity? Are the

changes efficient?

The transition from one subject to another was conducted after reinforcing the previous subjects'

ideas and was done in a different setting.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are they

effective?

The teacher uses attention-getting commands like calling names and sometimes uses word

phrases to ensure the students are active. These strategies are effective as each of the students

remains to engage in the class.

9: What specific behavior issues does the teacher have to deal with? How does the teacher handle

the behavior issues? Be specific.

The teacher looks at what impacts an increase or decrease in good and bad behavior in children.

The teacher then works on whatever sets that specific behavior in motion and how it gets

reinforced.

10: What positive reinforcements were used, if any?

There is the use of several tangible items for reinforcement, for instance, a Mickey car, small

rewards and tokens or a high five for an older child.

11: Are there any policies or procedures that help or hinder instructional time? Please explain

them and how they help or hinder instructional time.

In the video, the classroom has a higher ratio of teacher to students availability, ensuring that

there is effective instruction for the students. There is also much more space in the school to

allow the movement of students and teachers.

12. What could the teacher have done better to assist the student(s) with learning the material?

The instructor might have employed incidental instruction, which entails a series of pre-planned

kid tutoring encounters. These connections include items that children appreciate, encouraging

and moulding strategies integrated with a naturalistic setting, and kid relationships.
Part 2 (Observing a student). Small Group Rotations with Moderate/Severe Special Education

Students.

 1: What drove you to choose this student?

The students in the video required special instruction since most of them were non-verbal and

had little or no communication skills.

2: Explain what the student did during the observation.

After breakfast, all the students gather in large groups to review the daily calendar, sing ABC

songs, the number of songs shapes and letters.

Then they will break out into sessions of 15 minutes

3: Summarize the lesson given and the student’s responses to the lesson.

The student's lesson in this class involves visual schedules in which the students predict their

following group rotations through the use of First/then cards. The students are also motivated

with rewards after a successful lesson. The children’s reactions are varied across different tasks,

but they all seem to enjoy the lessons.

4: Ensure ALL behavior in relation to what was being presented by the classroom teacher.
The students exhibit impaired and distinctive development in listening and communication

behavior. They also demonstrate a lack of interest quickly, and the teacher always has to ensure

their attentiveness.

5. Please describe what you discovered about the student’s learning styles, class involvement,

and educational needs.

I identified from the video that the needs of children with autism problems are sometimes so

diverse. It can be challenging to determine which specific criteria or approach meets a particular

group; thus, it must include systematic rotational programs.

6: What positive reinforcements were used successfully? What were behavioral consequences

used?

The teacher uses praise for students after completing a specific task successfully; this includes

high fiving them or word phrases that boost their stimuli.

The teachers use verbal reprimands and time out behavioral consequences in teaching the

particular groups.
Part 3 (Summary).

The School Program employs a wide range of ABA strategies, including, Organizational use of

individualized learning instruction; different environmental teaching to ramp up development,

playfulness, and generalizability; inadvertent learning to encourage conceptual use of language

skills; and phonemic awareness guidance to guarantee that abilities are being used flawlessly are

just a few examples. The creation of behavior intervention plans is guided by functional

behavioral evaluation. Family engagement is a crucial component of the FSCP's effective

education, and parents are regarded as essential participants in their children's education. Since

there is hardly any strict concept of inclusiveness, various meanings have emerged, resulting in

different inclusionary behaviors. From social integration and pervasiveness to complete

inclusion, this range may be found. Irrespective of the sort of inclusiveness addressed for each

kid, and the preschool teacher is responsible for ensuring that all children under their supervision

succeed. Child development instructors need to provide chances for individual pupils to

effectively acquire the regular curriculum and engage socially to the highest possible standard in

a school setting.