Classroom Practices for Students with ASD
Implementation Fidelity Checklist
___ Observation / Observer:__________________
____ Self-Assessment
District / Building: ________________________________________
Date / Time: ____________________
Teacher / Grade: _____________________________
The purpose of this tool is to assess the implementation of effective classroom practices that provide a solid learning environment for
students with ASD. Instructional teams should use the tool in a collaborative manner by having the classroom staff complete a selfassessment and a qualified observer complete an assessment based on observation. Teams can then discuss items of disagreement and
identify areas for program improvement. This tool is not intended to be used to evaluate teachers nor should it be the sole source for
program evaluation. A combination of other information including progress monitoring of IEPs, other program assessment tools, and
program outcome data should be used for a total program evaluation.
3 = Quality indicator in place (>90% / of opportunities) with strong implementation fidelity: Coaching support needed for sustainability only.
2 = Quality indicator partially in place (50-90% / of opportunities) and needs improvements in implementation fidelity / consistency.
1 = Quality indicator minimally in place (20-50% / of opportunities). The effective practice is not occurring often or systematically enough to
impact learning.
0 = Quality indicator is not in place (<20% of opportunities).
NO = No opportunity to observe for this quality indicator.
1. Classroom is organized, clean, and clutter-free and factors that may compete for student
attention are minimized.
Visual and
Organizational
Supports:
2. Classroom materials are organized and stored in appropriate locations that promote student
independence (in access / clean –up and completion / turning in of class work).
3. Classroom areas are clearly defined; Classroom arrangement cues expected behavior.
Environment
Schedules
Visual Supports
Transitions
4. Classroom set-up allows staff to see and monitor students from all vantage points.
5. There is distinct space in the room or nearby for private/calm down time.
6. Areas outside the classroom including hallways, cafeteria, etc. are organized and use physical
and visual boundaries and other visual cues to promote independence, meaningful social
engagement, and learning.
7. A clear, consistent, predicable and posted daily schedule is used that includes engaging, age
appropriate, and balanced (between work & break / leisure; preferred & non-preferred; and adult
directed & student-initiated) activities.
8. Individual visual schedules accurately reflect student skills, preferences, needs and abilities
and are used at each transition.
9. Students are prepared for classroom transitions with predictable activities, signals / cues.
10. Transitions are smooth and efficient and occur quickly to minimize wait time. Unnecessary
transitions are limited.
11. Changes in schedules are highlighted with as much advance notice as possible to prepare
students for change.
12. Adults use clear and concise verbal language paired with visual supports to convey essential
instructional information, make requests, give directions and/or encourage participation.
13. Individualized visual supports (work/task systems, visual timers, procedure lists, checklists,
etc.) are used to increase independence in task completion and reduce problem behavior.
START edited 3-21-12 KJD
No opportunity
Emerging (1)
Not Evident (0)
Quality Indicator / Performance Target
Inconsistent (2)
Effective
Practice Area
Evident (3)
Check One
Positive
Behavioral
Interventions
and Supports
Instructional /
Educational
Strategies
Functional
Communication
Systems &
Supports
14. Clear, positively stated expectations for student behavior are posted and taught, reviewed,
pre-taught and prompted when behavioral errors occur.
15. Positive feedback for acceptable behavior is provided 7-10 times more frequently than
negative / corrective feedback.
16. Positive reinforcers are used as appropriate to promote student engagement and motivation
in task completion and routines.
17. Proactive strategies used to prevent negative behaviors are evident.
18. Break cards are used to teach students to exit appropriately when necessary.
19. Adults consistently and promptly follow-through with planned / scripted responses for
inappropriate behavior.
20. Responses / scripts to address inappropriate behavior are non-verbal, non-emotional, and
non-punitive.
21. Adults limit / eliminate talking when students are stressed / agitated.
22. Implementation of positive behavioral intervention and support plans and crisis plan
strategies are evident (use a checklist of strategies identified in available behavior plan(s)).
23. Students with ASD have daily core-content academic opportunities in general education.
24. All time is structured with clear instructional objectives.
25. Accommodations / modifications to support access to, participation in, and progress in the
general education curriculum are evident in all content areas.
26. Student attention is consistently captured and directed to instruction, and staff responds to
off-task behavior in a timely manner.
27. Multiple strategies, including differentiated instruction, embedded preferred interests, and
accommodations / modifications, are used to enhance student engagement and active learning.
28. IEP goals are embedded within daily activities and are evident in multiple environments to
promote generalization and maintenance.
29. Classroom activities and materials are age-appropriate (compared to typical peers).
30. Students spend the school day engaged in meaningful instructional activities that promote
communication, independence, social engagement, daily-living skills, and academic progress.
31. Students are expected to perform routine tasks with minimal assistance.
32. Intentional teaching is evident in all activities / routines and learning opportunities are
maximized at all times in all activities.
33. Instructional methods consist primarily of evidence-based practices.
34. Intentional use of a prompt hierarchy is evident in all teaching.
35. Instruction demonstrates intentional, systematic fading of prompts to reduce prompt / adult
dependency and increase independence.
36. Functional communication systems are available across all environments and partners.
37. Adults create opportunities for conversation and other communicative interactions.
38. Adults consistently respond to both conventional and unconventional (e.g., yelling)
communication attempts.
39. Unconventional communication attempts are paired with a functional communication
equivalent.
40. Active teaching of various forms of communication is evident including initiation,
responding, requesting, and answering “yes” / “no”.
41. Interactions promote expansion of students’ communication repertoires.
42. Frequent choice-making opportunities are provided throughout the day.
START edited 3-21-12 KJD
No opportunity
Emerging (1)
Quality Indicator / Performance Target
Not Evident (0)
Evident (3)
Effective
Practice Area
Inconsistent (2)
Check One
Peer to Peer &
Social Supports
Adult / Student
Interactions
43. Typical peers are present, prompted & supported to appropriately engage and support
students with ASD.
44. Students with ASD have daily, meaningful interactions with typical peers in instructional
and non-instructional settings.
45. Mediums of exchange (use of preferred interests for students with ASD) are evident and
used to promote effective interaction with typical peers.
46. Adults communicate respect for students by interacting graciously & enthusiastically in an
chronological age-appropriate manner demonstrating high academic and behavioral
expectations.
47. Adults do not talk about students in front of them as if they are not there, but rather include
them or have their conversations in private.
48. Unnecessary conversation between adults is minimal.
49. All interactions with students are treated as an opportunity to teach, practice and/or
reinforce an instructional targets / outcomes.
50. Adults actively teach and promote independence in all routines and activities.
NOTES / Recommendations:
START edited 3-21-12 KJD
No opportunity
Emerging (1)
Quality Indicator / Performance Target
Not Evident (0)
Evident (3)
Effective
Practice Area
Inconsistent (2)
Check One