Classroom Programming for Young Children with ASD
Priority Checklist
Classroom: __________________________
Date: __________________
Your team can evaluate performance in each of these areas, then set goals and priorities in each area
with small steps to achieve the larger goal. This list is not meant to be exhaustive but will help you
get started toward implementing evidence-based practices for young children with ASD.
Process/System
In place?
Priorities and Notes
Specify action plan items
If not in place, set as a key priority.
1. Team
A. Team is identified and meets
Y
N
B. Team uses an agenda and
Y
N
action plan to organize meetings
C. Team uses a problem solving
Y
N
process
If not in place, set as a key priority.
2. Expectations:
A. Student expectations
-Developed
Y
N
-Posted
Y
N
-Taught/Reviewed
Y
N
3. Learning Opportunities:
If “no,” start with one area to set as a priority to
A. At least 15 group or individual
increase learning opportunities.
responding opportunities are
provided every 15 minutes for
each student within each of the
following activities:
- play
Y
N
- circle time
Y
N
- snack
Y
N
- table/center/work time
Y
N
B. Learning opportunities are
Y
N
regularly provided by all
classroom staff including
teachers, paraprofessionals, and
support staff
4. Schedule
A. Schedule maximizes learning
Y
N
opportunities across activities
B. Seat tasks are alternated with
Y
N
movement activities
C. Individual schedules and/or
Y
N
mini schedules are provided as
needed
D. Staff are assigned to areas or
Y
N
students and clearly understand
their role
If “no,” identify 2-3 visual supports that you can
5. Visual Supports
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A. Visual supports are used
throughout the classroom:
-Schedules
-Introducing change
-Mini schedules
-Task organizers
-Rules
-First, then cards
-Transition supports
-Communication
B. Visual supports individualized
and based on student needs.
C. Visual supports are actively
taught.
6. Behavior
A. All staff members are
consistent and follow through
with expectations and behavior
plans.
B. Students are taught:
-Request help
-Wait
-Breaks
-Choice making
-Calming/regulation
7. Centers
A. Centers are scheduled daily
B. Center activities regularly
target multiple domains (e.g. art,
literacy, play, social games)
C. Centers are created to be
developmentally appropriate and
meet student IEP goals.
D. Goal cards are written and
used within center activities.
8. Circle
A. Circle time is engaging with clear
actively introduce to your classroom.
Y
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
N
N
N
N
Y
N
Y
N
Y
N
Y
Y
Y
Y
Y
N
N
N
N
N
Y
Y
N
N
Y
N
Y
N
Y
N
Y
N
Y
N
If A is “no,” first work on staff consistency and
follow through.
goals, numerous group and
individual learning opportunities.
9. Snack
A. Snack is set up with specific
communication and social goals with
numerous group and individual
learning opportunities.
10. Communication
A. Communication opportunities
for each student are planned and
supported during each activity
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throughout the school day
B. All students have functional
communication systems
C. Functional communication
systems are supported and used in
ALL environments (e.g.,
classroom, hallway, recess)
D. Manding is targeted and taught
to students who are not
consistently requesting.
11. Play
A. Play time is structured, and
consistent learning opportunities
are provided.
B. Visual supports, including
scripts, sequencing cards, video
modeling, play books or other
visual cues are used to teach and
facilitate play with a variety of
toys and activities (e.g., dramatic
play, game play, toy play)
C. Recess time is structured to
ensure that students are engaging
in age-appropriate play.
D. Play targets are individually
selected and taught to students
10. Paraprofessionals
A. Paraprofessionals are trained
to use effective practices.
B. Paraprofessionals participate in
weekly meetings with the teacher.
C. Paraprofessionals receive
regular performance feedback.
12. Family involvement
A. Parents are welcomed and
encouraged to serve as classroom
volunteers
B. Parents receive regular,
informative, and positive home
school-communication.
Other
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
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Action Plan for Priority Checklist
Priority
Area
WHO
will do WHAT
4
by WHEN
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