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Observing the Classroom Environment Procedure
Use this observational tool to determine how you can make the classroom a more inviting environment
that encourages the student to communicate. It is an informal way to explore key classroom
characteristics in relation to the student who uses AAC. It is also a helpful tool that provides a more
systematic way to document participation at baseline and after change or intervention. In addition, it
can help you to address issues such as vocabulary and access on the student’s AAC system.

DESCRIPTION OF OBSERVATION FRAMEWORK:

Learning Contexts
What is the effect of the learning contexts on the student’s communication? How do different learning
contexts affect how the student communicates? (e.g. increased or decreased) How many different
contexts are observed?

Description of Contexts:
 1. Teacher directed class – teacher is in primary                         4. Cooperative Learning Group – students work
 control of topics and asks questions to elicit                            on group activity with minimal teacher participation
 student participation
 2. Small Group – teacher interacts with a small                           5. Seatwork – independent study
 group (<7) as in a traditional reading group


 3. 1/1 instruction – teacher directly instructs one                       6. Transition – moves from one activity to the next
 student


Teacher Communication Behaviors
Does the teacher communicate often, sometimes or rarely with the student? Is he/she asking the right
types of questions to encourage the student’s response or participation? How does the teacher
respond to the student’s communication attempts?

Description of Teacher Behaviors:
 1. Provides pause time – provides adequate time                             4. Asks questions requiring short phrases –
 to respond (e.g. After reading directions, teacher                          (e.g. What is today? Who should read next?)
 pauses to give student time to ask a question.)


 2. Offers choices – allows student to choose                                5. Reinforces students communication
 between two items or answer a content question by                           attempts – addresses the communication
 providing two choices                                                       message whether correct or incorrect
 3. Asks open-ended questions – questions that                               6. Simplifies vocabulary and sentence
 require more complex answers (e.g. What do you                              structure – may rephrase complex directions to
 think will happen next?)                                                    adapt to the skills of the student



  Copyright notification: User may not copy or distribute these materials except for use with the students, patients, clients, or other
  individuals who receive instruction, therapy, supervision, assessment, care or other services directly from the User. Otherwise, these
  materials may not be copied without the written consent of DynaVox Mayer-Johnson.
Classmates’ Communication Behavior
What are the communication needs of students within a particular learning context? What vocabulary
items do students use in this environment? What other communication function(s) might be exhibited?
What are the communication behaviors that are used to successfully participate in the learning context
or activity? By observing other students, you might find answers to address the needs of the student
using AAC: What vocabulary items or communication functions might we put on the device to facilitate
more communication in this environment?

Description of Classmates’ Communication Behaviors:
 Observing Vocabulary:                                      Communication Functions:

 Sample vocabulary used by a typical student in a           Observe what typical students use to
 specific learning context or activity                      successfully participate in the activity or learning
                                                            context: Recite? Answer questions? Offer
                                                            information?



Student’s Communication Behavior
An AAC “system” is more than the communication board or device. The student also communicates in
spoken words, basic signs or eye gaze. Chalk Talk developed some categories to observe.

Description of Student’s Communication Behaviors:
1. Adequacy of Communication Mode – How                     3. Communication Aide Features – a. Input
adequate is the communication mode for the learning         features: position, power source, adequacy of
context? For example, sign is not adequate for a            displays, switch placement, scanning rate/type b.
teacher who doesn’t know sign. Voice output may not         Output features: intelligibility, appropriateness
be functional in providing quick answers in a teacher-      of output type (pointing, voice output, printed
directed context (may use another low tech system           output), volume control
that just has the numbers recorded).

2. Availability of Communication Aides – What are           4. Vocabulary Access – Does the student have
the aides (manual boards, device or other)? What are        the vocabulary necessary for successful
issues that may be interfering with availability?           participation?




Ask yourself the following questions based on your observations:

       •   Is the student able to communicate the same types of messages as his/her classmates?
       •   If not, what is the student unable to communicate?
       •   What could be added to the student’s communication system to help him/her participate
           more fully in this learning context?
       •   During this observation, what supports helped the student to communicate successfully
           (e.g., following a peer model, when the teacher asked a certain type of question)?

Identify changes to make in this learning context.


    Adapted from: Culp, D., & Effinger, J.(1996). Chalk talk: Augmentative communication in the classroom.
    The Assistive Technology Library of Alaska. Anchorage.

                                                                                                            2
Observing the Classroom Environment
         Student:                                        Date:

         Teacher:                                        Examiner:

         Class/Activity:                                 Total Time (min):


General Observations of Learning Contexts:




Teacher Communication Behaviors:

                  Rate the Communication Observed as: O = often; S = sometimes; R = rarely

                       Provides Pause Time                              Asks Questions Requiring Short Responses

                       Offers Choices                                   Reinforces Student’s Communication Attempts

                       Asks Open-Ended Questions                        Simplifies Vocabulary and Sentence Structure

                       Other


General Observations of Classmates’ Communication Behaviors:




General Observations of Student’s Communication Behaviors:




Adapted from Chalk Talk: Culp and Effinger, 1996

                                                                                                                       3
Answer the following questions:

Is the student able to communicate the same types of messages as his or her classrmates?




If not, what is this student unable to communicate?




What could be added to the student’s communication system to help him/her participate more fully in this learning context?




During this observation, what supports helped the student communicate successfully (e.g., following a peer model, when the teacher asked a
certain type of question)?




Identify changes to make in this learning context:




                                                                                                                                 4

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Aac in-classroom---observing-the-classroom-environment

  • 1. Observing the Classroom Environment Procedure Use this observational tool to determine how you can make the classroom a more inviting environment that encourages the student to communicate. It is an informal way to explore key classroom characteristics in relation to the student who uses AAC. It is also a helpful tool that provides a more systematic way to document participation at baseline and after change or intervention. In addition, it can help you to address issues such as vocabulary and access on the student’s AAC system. DESCRIPTION OF OBSERVATION FRAMEWORK: Learning Contexts What is the effect of the learning contexts on the student’s communication? How do different learning contexts affect how the student communicates? (e.g. increased or decreased) How many different contexts are observed? Description of Contexts: 1. Teacher directed class – teacher is in primary 4. Cooperative Learning Group – students work control of topics and asks questions to elicit on group activity with minimal teacher participation student participation 2. Small Group – teacher interacts with a small 5. Seatwork – independent study group (<7) as in a traditional reading group 3. 1/1 instruction – teacher directly instructs one 6. Transition – moves from one activity to the next student Teacher Communication Behaviors Does the teacher communicate often, sometimes or rarely with the student? Is he/she asking the right types of questions to encourage the student’s response or participation? How does the teacher respond to the student’s communication attempts? Description of Teacher Behaviors: 1. Provides pause time – provides adequate time 4. Asks questions requiring short phrases – to respond (e.g. After reading directions, teacher (e.g. What is today? Who should read next?) pauses to give student time to ask a question.) 2. Offers choices – allows student to choose 5. Reinforces students communication between two items or answer a content question by attempts – addresses the communication providing two choices message whether correct or incorrect 3. Asks open-ended questions – questions that 6. Simplifies vocabulary and sentence require more complex answers (e.g. What do you structure – may rephrase complex directions to think will happen next?) adapt to the skills of the student Copyright notification: User may not copy or distribute these materials except for use with the students, patients, clients, or other individuals who receive instruction, therapy, supervision, assessment, care or other services directly from the User. Otherwise, these materials may not be copied without the written consent of DynaVox Mayer-Johnson.
  • 2. Classmates’ Communication Behavior What are the communication needs of students within a particular learning context? What vocabulary items do students use in this environment? What other communication function(s) might be exhibited? What are the communication behaviors that are used to successfully participate in the learning context or activity? By observing other students, you might find answers to address the needs of the student using AAC: What vocabulary items or communication functions might we put on the device to facilitate more communication in this environment? Description of Classmates’ Communication Behaviors: Observing Vocabulary: Communication Functions: Sample vocabulary used by a typical student in a Observe what typical students use to specific learning context or activity successfully participate in the activity or learning context: Recite? Answer questions? Offer information? Student’s Communication Behavior An AAC “system” is more than the communication board or device. The student also communicates in spoken words, basic signs or eye gaze. Chalk Talk developed some categories to observe. Description of Student’s Communication Behaviors: 1. Adequacy of Communication Mode – How 3. Communication Aide Features – a. Input adequate is the communication mode for the learning features: position, power source, adequacy of context? For example, sign is not adequate for a displays, switch placement, scanning rate/type b. teacher who doesn’t know sign. Voice output may not Output features: intelligibility, appropriateness be functional in providing quick answers in a teacher- of output type (pointing, voice output, printed directed context (may use another low tech system output), volume control that just has the numbers recorded). 2. Availability of Communication Aides – What are 4. Vocabulary Access – Does the student have the aides (manual boards, device or other)? What are the vocabulary necessary for successful issues that may be interfering with availability? participation? Ask yourself the following questions based on your observations: • Is the student able to communicate the same types of messages as his/her classmates? • If not, what is the student unable to communicate? • What could be added to the student’s communication system to help him/her participate more fully in this learning context? • During this observation, what supports helped the student to communicate successfully (e.g., following a peer model, when the teacher asked a certain type of question)? Identify changes to make in this learning context. Adapted from: Culp, D., & Effinger, J.(1996). Chalk talk: Augmentative communication in the classroom. The Assistive Technology Library of Alaska. Anchorage. 2
  • 3. Observing the Classroom Environment Student: Date: Teacher: Examiner: Class/Activity: Total Time (min): General Observations of Learning Contexts: Teacher Communication Behaviors: Rate the Communication Observed as: O = often; S = sometimes; R = rarely Provides Pause Time Asks Questions Requiring Short Responses Offers Choices Reinforces Student’s Communication Attempts Asks Open-Ended Questions Simplifies Vocabulary and Sentence Structure Other General Observations of Classmates’ Communication Behaviors: General Observations of Student’s Communication Behaviors: Adapted from Chalk Talk: Culp and Effinger, 1996 3
  • 4. Answer the following questions: Is the student able to communicate the same types of messages as his or her classrmates? If not, what is this student unable to communicate? What could be added to the student’s communication system to help him/her participate more fully in this learning context? During this observation, what supports helped the student communicate successfully (e.g., following a peer model, when the teacher asked a certain type of question)? Identify changes to make in this learning context: 4