Structured Teaching – Observation Form

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A. Classroom is divided into several distinct areas/activity centers.

B. Clear visual boundaries are used to define separate areas/activity centers.

C. Children have a well-defined location in which to store their belongings.

D. Toys and materials are located and labeled so that they can be retrieved and replaced independently by children.

E. Visual cues provide information about where children should sit

F. A designated transition area is used to increase predictability and reduce unstructured time.

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A. Classroom activities follow a predictable schedule.

B. The daily schedule includes a combination of work, play, individual, and group activities.

C. Individual and class schedules are portrayed visually in a manner understood by each child (e.g., objects, photos, pictures, words).

D. Schedules are used throughout the day to facilitate transitions between activities.

E. Changes in regularly occurring activities are included on the schedule.

F. Schedules are placed in a location where they are accessible to the child.

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A. Work areas are kept free from distractions.

B. Tasks are structured visually to convey information about what is expected, how much is expected, and what happens when the task is finished.

C. Directions are given in a manner that is understandable to the child.

D. In order to promote independence, prompts are provided only when needed.

E. In order to promote success, prompts are provided and/or tasks are simplified when needed.

F. Work reward routines are used to increase attention and motivation.