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Strategies for Teaching Based on Autism Research

Denver Quality Indicator Alignment 2024-2025

HomeDenver Quality Indicator Alignment 2024-2025

The Quality Indicators (QI) offer guidance to educators and administrators when developing, implementing, and evaluating quality programming and services for students in center programming. The QIs cannot be interpreted as policy or regulation but as a tool designed to assist those who educate and provide services to students within center programs or those evaluating these programs. Use the contents of this page to support educators with tools available through STAR Autism Support. 

Click on any title below to read its contents. 

Multi-Intensive Autism (MI-A)

IndicatorEvidence of PracticeClassroom Look forsTools Available

Curriculum and Instruction

Evidence of planning and preparation for daily lessons and activities. This evidence includes use of a research based curriculum (Ex. ULS, STAR/LINKS, TeachTown)
P.2
  • Evidence of daily use of one or more curriculums in planning for instruction.
  • Evidence of curriculums utilized during academic blocks when appropriate.
  • The STAR Media Center: Access here and view a video here

Teacher consistently checks for understanding and uses that information to inform immediate and longer term decisions about instructional needs.
I.2, P. 2
  • Opportunities for students to respond to prompts/questions across multiple modalities (speaking, AAC, selecting from an array of options, pointing, etc)
  • Long term- evidence of progress monitoring to guide programming and instruction
  • The STAR Media Center (Themes First! and Routine Essentials): Access here and view a video here

Instruction is age appropriate and integrated into daily lessons to meet a range of needs including, but not limited to, communication, social/emotional, executive functioning, and transitional skills.
LE.1
  • Access and opportunity to be exposed to the same age content as their general education peer, but engage with it at their instructional level (e.g., identifying/matching colors via geographical map in secondary vs basic color matching activities)
  • The use of research based curriculums will support with age appropriate access
  • Student schedule reflects age-appropriate opportunities for instruction in all areas with more flexibility during choice times based on student preferences
  • The STAR Media Center (Themes First!): Access here and view a video here  
  • The STAR Program: DT, PRT, and Routine Lessons: View a video here
Content is driven by state standards and/or IEP goals as appropriate for the student. I.2
  • Quality IEP Components
  • IEP Quality Rubric
  • IEP Template

Meaningful instruction takes place in the general education environment with typical peers to the extent appropriate. LE.4
  • IEP reflects thoughtful discussion regarding inclusion and supports student needs to appropriately access the general education environment
  • When included, students are provided accommodations and modifications as appropriate to be meaningfully included
  • The STAR Program (Routine Lessons): View a video here
  • STAR Media Center (Routine Essentials): Access here and view a video here  
Environments are initially simplified, as needed, to help students recognize relevant information (area is free of distractions –visual and auditory, and activity areas are clearly labeled and identifiable, etc.). L.E. 4
  • Clear and defined boundaries for work areas (i.e., center rotation tables, independent work stations, choice space, etc.)
  • Staff items are not easily accessible and are placed in secure locations
  • Everything in the classroom has a space and is meaningful to support the students within the center program
Environmental supports (e.g., the use of visual schedules) are provided that facilitate the students’ ability to anticipate change and predict events and activities.L.E. 3, 4
  • All students have a form of an individualized schedules that is differentiated based on their need (i.e., visual, written, tech based, planner, etc.)
  • Use of visuals to label items, spaces, and actions in the classroom
  • Use of visuals to indicate what choices are available to students
  • Use of visuals to indicate expectations (i.e., work activities, recess, transition, snack, choice time, etc.)
  • Use of visuals to indicate feelings or self expression
  • For students using AAC to communicate, print out icons or the home screen from their device so adults can model throughout the day
*Consult your SLP for additional whole group and individual communication supports
  • STAR Media Center (Routine Essentials): Access here and view a video here  
IndicatorEvidence of PracticeClassroom Look forsTools Available

Classroom Systems/Structures and Positive Behavior Supports

Students have visual schedules and first/then boards as a means to predict events and activities throughout their entire day. Timers for transitions to and from work are visible/accessible to students. LE.4
  • All students have a form of an individualized schedules that is differentiated based on their need (i.e., visual, written, tech based, planner, etc.)
  • Timers are utilized throughout the entirety of the school day to support building of independence away from adult prompting to natural transition indicators
  • Timers can look like slide decks, visual countdown timer, kitchen timers, kagan timer, timers that count up, sand timers, high tech such as a student phone or classroom ipad
  • Timers should to be visible to all students, especially in elementary, but may fade depending on student ability at the secondary level
  • STAR Media Center (Routine Essentials > Transition): Access here and view a video here  
Expectations are specific to the students, activity, and/or location and clear and understood by students and staff members (i.e. reading group, math class, P.E. etc.).
LE.3
  • A visual of classroom or work expectations are visible at each activity/center/area (i.e., calm down expectations, work expectations, classroom expectations, line expectations, handwashing, etc.)
  • Evidence of explicit teaching and maintenance of expectations (i.e., may be observed at the start of every center rotation, referenced during academic times, etc.)
  • Evidence of positive reinforcement/praise of expected behaviors

Positive reinforcement in both behavioral and academic feedback is used consistently and with integrity and, when necessary, token economy systems are used based on needs of students
LE.3
  • Evidence of positive reinforcement/praise of expected behaviors
  • Positive praise and reinforcement of realistic expectations for student behavior and academic work (i..e identifying what a student is able to engage in and do and not an unrealistic expectation students are learning to work towards)
  • Reward systems are initially simplified and accessible to students (i.e, when a system is first introduced the student should earn a positive reward 100% of the time and then fade appropriately)
  • Students should be able to access reinforcement rewards at intervals that support a decrease in student behavior and increase in expected behavior. Student should see the success of the behavior system or they will not buy into it. This may mean rewards are earned multiple times throughout the day and faded.
Students are given the opportunity to choose their rewards and include student's preferred items.
LE.3
  • Staff prompts students to choose their reward at the beginning of every activity
  • Do not offer/have rewards that students cannot access
  • Define breaks vs rewards and ensure all staff and students are aware of appropriate choices for each. Breaks should never be denied when requested
  • Evidence of preference assessments completed and utilized (at least at the beginning of every school year, but may be considered when students no longer engage in a preferred activity like they use to)
  • If students do not appear to have a preference, staff should to provide opportunities to teach the student to engage in leisure activities and additional activities (staff should be creative in thinking through what students enjoy doing throughout the day, such as movement, etc.)
  • STAR Media Center (Routine Essentials > Behavior): Access here and view a video here  

General behavior management strategies are present and are in place to predict, manage and prevent challenging behaviors.
LE.3, 4
  • Staff understand student precursors that might cause an escalation and proactively intervene through the use of supplementary aids, accommodations, visuals, token systems, etc.
  • All staff are trained and implement student behavior plans to fidelity (includes staff not within the center program)
  • All teachers and staff should be able to explain, in clear terms, the systems and structures naturally embedded in the classroom to support students understanding of a predictable environment
  • STAR Media Center (Routine Essentials > Behavior): Access here and view a video here  
Clear and consistent feedback is provided to students to prompt behavior improvements.
I.7
  • All staff are trained and implement student behavior plans to fidelity
  • All staff engage with students and provide positive behavior reinforcement while interacting with the students
  • All feedback is framed as positive replacement behaviors (i.e., what to do instead, for example use please walk instead of no running)
  • STAR Media Center (Routine Essentials > Behavior): Access here and view a video here  
Instruction in replacement behaviors, self-monitoring and cognitive based methods (e.g., social narratives, cognitive behavior management, self-advocating) is routinely incorporated into behavior support plans and included in student's daily instruction. LE.3
  • Daily explicit instruction of replacement behaviors is evident and connected to student function of behavior (i.e., how to escape a task appropitaley, etc.)
  • STAR Media Center (Routine Essentials > Behavior): Access here and view a video here  
IndicatorEvidence of PracticeClassroom Look forsTools Available

Communication

Each student has a meaningful communication system (i.e., verbal/AAAC/sign/pictures) that is efficient, effective, functional, and understandable across a variety of people, environments and content. L.E. 4
  • Each staff member can speak to each student's mode of communication and it is accessible and available to all students throughout the entirety of the day
  • Communication supports are seen throughout the student's day and are adapted based on students' skill level and needs
  • Communication practices are embedded throughout the entirety of a students' day including academics, recess/lunch, choice time, etc.
  • Students have backup modes of communication if a device or low tech board is lost, destroyed, etc.
  • The STAR Program (PRT Lessons): View a video here
The communication system is student centered, chronological age appropriate and in a format that meets the sensory needs of the student (i.e., large print, picture symbols, real objects, sign language). L.E. 4
  • Each device has appropriate accessories or protective measures to ensure students maintain access to the device (i.e., lanyard, screen protector, case, etc.)
  • The STAR Program (Routine Lessons): View a video here

The communication system is systematically modeled, taught and practiced in all environments, across a variety of people, throughout each day to build students' skills (e.g., requesting, rejecting, commenting, greeting, directing and gaining attention) during a variety of opportunities (e.g., social interaction, academic content, conversations). I. 1, 2, 3, 4
  • Evidence that the team has created a targeted plan to ensure that communication is embedded in each and every activity
  • Staff create and embed natural opportunities to utilize functional communication
  • All staff are utilizing and modeling communication systems with each and every student (i.e., every adult normed on the same expectation)
  • Staff should honor all reasonable communication requests made by a student (i.e., if a break is requested it is honored, if a student asks for mcdonalds  - alternatives are provided)
  • The STAR Program (Routine Lessons): View a video here
The communication system is used by the student consistently throughout the day to participate and engage (i.e., initiate) in all environments. I. 1, 2, 3, 4
  • Communication systems (high or low tech) must be visible and within reach of the student at all times, communication systems CANNOT be hidden/taken away, in the back of the classroom, etc.
  • Ownership of the device should be encouraged by the student, but if the student is unable to take ownership at this time the adults should be modeling and engaging frequently with the device
  • The STAR Program (Routine Lessons): View a video here
  • STAR Media Center (Routine Essentials): Access here and view a video here