Which self-assessment activity would most effectively help a teacher improve instruction for a student with autism spectrum disorder (ASD)?

Tracking the strategies implemented and reflecting on results is a highly effective self-assessment activity for a teacher aiming to improve instruction for a student with autism spectrum disorder (ASD). This approach allows the teacher to analyze which specific teaching strategies are successful and which may need adjustment. By systematically documenting the strategies used and their outcomes, the teacher can identify patterns in the student's responses to different methods.

Reflection is a critical component of this process; it encourages teachers to think deeply about their instructional practices, understand the unique needs of the student, and tailor their approaches based on what is observed. This ongoing cycle of implementation, assessment, and reflection leads to a more dynamic and responsive teaching strategy that is essential for supporting students with ASD, who often thrive on consistency and personalized approaches.

In contrast, maintaining a journal of the student’s daily behaviors and activities may provide some insights but lacks the structured approach of tracking specific instructional strategies and their effectiveness. Attending workshops can enhance a teacher's knowledge, but without practical application and reflection, this learning may not translate directly to improved student outcomes. Similarly, using tally sheets to monitor on-task behaviors can provide valuable data but does not sufficiently address the need for reflective thinking about instructional efficacy or adjustments needed based on that data. Therefore, focusing