Virginia Commonwealth University Autism Center for Excellence (VCU-ACE)

Virginia Commonwealth University Autism Center for Excellence (VCU-ACE) Autism Spectrum Disorders for Paraprofessionals Module 3

Environmental Considerations

Introduction

 Students with ASD are affected by where they work, play and live.

 The educational environment should always be considered when educating students with ASD.

 Environments should be structured in a way that will help our students understand what to do which will help them to learn better.

 Topics covered in this presentation will include:

 What is structure?

 Why is structure in the environment so important for students with ASD?

 How is structure used with students with ASD?

 Providing structure in different educational environments.

The places where we work, play, and live have an impact on us. Our environments can affect how we behave. When we are in environments with more structure, such as a library, we seem to be quieter and calmer. When in an environment that is less structured, such as a baseball game, we may be louder and more active!

Students with ASD are also affected by the places where they work, play and live. The school has many different environments, whether this is a classroom, the bus loop, the hallway, the playground, or a noisy cafeteria. The environment where the student is educated and works should always be considered when supporting students with ASD. Remember, students with ASD will have challenges with sensory stimulation, attending, understanding communication, accepting changes in the routine, among other things which make learning difficult. If we provide an environment that is safe and organized for the student, we will make him or her more successful. Environments should be structured in a way that will help our students understand what to do which will help them to learn better.

Topics covered in this presentation will include:  What is structure?

 Why is structure in the environment so important for students with ASD?

 How is structure used with students with ASD?

 Providing structure in different educational environments.

What is structure?

 Structure is providing organization to the environment or setting.

 We want to provide settings that:

 Are safe

 Are free from distractions

 Are clearly defined

 Are organized

 Provide information in a concrete and visual way

 Integrate routines whenever possible

Structure is providing organization to the environment or setting. There are many ways to structure an environment. As we provide structure for the student with ASD, we want to provide settings that:

 Are safe,

 Are free from distractions,

 Are clearly defined,

 Are organized,

 Provide information in a concrete and visual way, and

 Integrate routines whenever possible.

We will be discussing ways to provide structure throughout this presentation. Slide 4: Why is structure in the environment important for students with ASD?

 Structure is beneficial for all of us!

 Structure:

o Lets all students know what is expected

o Helps the student know what to do and where to do it

o Allows for increased learning opportunities and social interactions

o Can aid in decreasing interfering behaviors

o Allows for better consistency and routines

o Can result in increase independence and self-confidence

Structure is beneficial for all of us! I want you to stop and think about eating in a restaurant. First, I want you to think about eating in a sit-down style restaurant. In this situation, you enter the restaurant and you see a sign that tells you to wait to be seated. In a few seconds a hostess greets you, escorts you to a table, provides menus, and lets you know who your waiter is.

Now, I want you to think about eating in a food court at a mall. In this situation, there are many options. There are groups of people standing in a lot of different locations. The environment is noisy. You decide the type of food you want but you cannot tell where you should stand to order as there is one long counter in front of you. Once you have your food, you do not know where to get a fork and napkin and have a hard time finding a table.

In which of these situations did you feel better? In which did you understand what to do? In which situation was your anxiety lower? I am guessing you felt better in the sit-down style restaurant. In this situation, the environment was structured in a way that let you know the expectations, where to go, how to get your food, and probably helped to keep your stress lower.

Structure is beneficial to all students in the classroom! Structure is important for many reasons. Structure in the environment

 lets all students know what is expected

 helps the student know what to do and where to do it

 helps to increase the learning opportunities for the student

 helps to increase the social interactions

 helps to decrease interfering behaviors by reducing frustration and anxiety  allows for better consistency and routine

 results in increased independence and self-confidence

How is structure used with students with ASD?

 Special education classroom

 General education classroom

 Hallway

 Cafeteria

 Gym

 Music class

 Science lab

Think about environments where the student participates.

 Special education classroom

 General education classroom

 Hallway

 Cafeteria

 Gym

 Music class

 Science lab

All of these can be structured and it will look different based on where you are. It will also look different based on the student’s needs and what it is you want the student to do.

Safety

 Safety is the first consideration for all students in the environment

 Keep the student’s desk as well as leisure and unstructured activities away from the exit

 Moving a student away from the doors may keep the student from getting distracted The first consideration is the safety of all students in the environment. Exits can be a problem if a child is prone to run from the room. For these students, it will be important to keep the student’s desk as well as leisure and unstructured activities away from the exit. This will prevent the student from running out of the room quite so easily. Additionally, exits may be a problem for the student who is distracted easily. Moving a student away from the doors may help to keep the student from getting distracted by people entering and leaving the room or those simply walking by.

Windows may also be a problem for anyone who throws items or gets distracted. I once worked with a student in kindergarten who was very distracted during the group activity the class had in the morning. As I observed, I discovered, the group activity was held facing the window! By moving the group to another location, many of his difficulties were easily fixed!

Slide: Physical structure in the environment

 Physical structure refers to how the physical environment is arranged and organized  where you place the student’s desk  where materials are located  knowing where you do specific activities  the amount of furniture and materials in the room  items hanging on the walls

The physical structure of an environment is an important aspect to consider in promoting the success of students with ASD. Physical structure refers to how the physical environment is arranged and organized to help the student to focus and to learn. This includes things like

 where you place the student’s desk- you will want it to be away from distractions and in a good location,  where materials are located – the student needs to be able to get to the materials easily and they need to be organized so the student can get his own things and put them away,  knowing where you do specific activities – help the student to know where he is supposed to do activities such as writing centers, play, snack, math, independent work, etc. by doing these things in the same location each time,  the amount of furniture and materials in the room – having too much stuff in a room can be extremely distracting, so limit the amount of clutter,  items hanging on the walls – having busy walls can also be distracting so limit the items hanging in a room from the walls or ceiling.

Addressing physical structure in the environment

 Physical structure in the general education classroom may look different than the self- contained special education classroom  Since you will be working so closely with the student, you may identify changes that can be made to help the student

Physical structure should be addressed regardless of the setting in which the student with ASD participates. The physical structure in the general education classroom may look different than the self-contained special education classroom. Also, we mentioned that students will be in other settings besides the classroom. The physical structure in places like the library, gym, and cafeteria will also need to be considered.

Typically, the classroom teacher will set up the environment in the classroom but you may be asked for your input or asked to help with the set up. Additionally, since you will be working so closely with the student, you may identify changes that can be made to help the student.

Example of physical structure in a classroom

There are many ways to physically structure a classroom. Often the way the furniture is set up will determine much of the physical structure. The picture shows how you can use furniture to structure a classroom. The way the furniture is arranged defines the space. You can see in this picture that there is space for individual work areas where there is only space for one student to sit. There are also areas where a small group of students can work together.

Example of physical structure in a classroom

This picture is another example of how to use physical structure. You should be able to see from the picture that there are different areas in the room where the class does different activities. The bookcases are set up to show an instructional area where centers and group learning activities take place. Look at the front of the picture. You can see tables where the class does work. The bookcases also can prevent students who may run from the instructional area or may be easily distracted.

Clearly defined space

 It is important to provide an environment that is clearly defined

 The purpose for different areas of a classroom should be clear and understood by the student

 Help the student understand where activities are to be performed

 Develop areas to work independently, work in small groups, and take a break It is important to provide an environment that is clearly defined. This does not mean you have to label every part of the school and classroom. Instead, this means that the student should know where he goes to do specific activities. For example, when it is time for math, the student knows to go to his desk. When it is time for art, he knows to go to the small table in the back of the room. The arrangement of the furniture and materials help the student understand where things are to be performed without having to guess.

In the classroom, develop areas for the student to work independently, to work in a small group with a few other students, places to take a break, and other important activities.

Example of clearly defined space

Here are examples of clearly defined space. Both of these pictures are taken from the same early childhood classroom. The picture on the left is where students go to engage in group instruction. They read stories and talk about the day’s events. In the picture on the right, you see where the students go to engage in centers with their classmates. Can you see how it is obvious by the furniture and materials what happens in each location? Notice how there are boundaries to help the student know where he is supposed to be when at group or doing centers.

Example of clearly defined space

Here is another example. Clearly this is the area where students are to work independently. Again, notice how the boundaries are used. While tall bookshelves may not always be necessary to create a boundary, for some students they may be helpful.

Free of distractions

 Ensure the environment is free of distractions and clutter

 Distractions come in all shapes, sizes, and sounds

 Remove or move items that are distracting when possible

 Consider the sensory sensitivities of your students

Another consideration is to ensure the environment is free of distractions and clutter. Distractions come in all shapes, sizes, and sounds! When thinking about distractions it is important to think about every aspect of the room including foot traffic, windows, walls, and doors. If you notice something distracting to a student remove it or move it from the student’s sight when possible. Let’s look at a few examples.

Thomas loves the computer. Anytime another student plays on it, he becomes upset and cries. The teacher moved his desk to the other side of the room and put the computer in the corner where it cannot be seen when Thomas is at his desk. Janie runs to the sink and plays in the water every time she is asked to line up for recess. Her teacher altered the class line so students do not line up in front of the sink. Instead, the line snakes to the left in front of the teacher’s desk.

When making the environment free of distractions, consider the sensory sensitivities of your students. Students with ASD face many difficulties in regulating sensory input therefore the actual environmental site can prove to be an obstacle for success. The buzzing of lights, the chatter of children, and other sounds all compete for the student’s attention in the learning environment. Reduce these items and sounds as much as possible for the student with ASD.

Example of reducing distractions

Let’s look at another example. When it is time to do independent work in math, Mia continuously tries to talk to her peers. Mia’s teacher moved her desk to the end of the row so she has a peer on only one side. When it is time for independent work, she puts a study carrel around Mia’s desk so she cannot see the peer as easily and has clear direction as to where to focus.

Organized

 Organization is an important part of structure

 Provide a system to organize the learning materials

o Marcus need help getting his homework assignment home

o Lynne needs help getting her books out of her locker

Organization is an important part of structure. Organization of learning materials will help the student be more independent. Remember, students with ASD, due to their learning challenges may have problems organizing materials.

It is often necessary to provide a system to organize learning materials. This doesn’t mean that you get the materials and put them away for the student. Instead, this means you help develop a system that makes the materials the student needs accessible and more manageable so the student can do things for himself.

Let’s talk about some examples of students who have problems with organization. Marcus, has a lot of difficulty getting his homework assignment home at night. Lynne has challenges when she goes to her locker to get books needed for third period.

Examples of organization

Here are some solutions for Marcus and Lynne. You can see a picture here of a binder that has different colored folders for different purposes. Specifically, you can see the green homework folder. This tells Marcus where his homework needs to go. You can use this kind of system to help with all of his subjects. For example, there can be a folder for reading and another one for math.

On the right, you can see an organized locker. The compartments have all of the small materials that Lynne might need. The books are put in the larger part of the locker in the order they will be needed throughout the day.

Providing structure in different educational environments

Any environment can be structured, including general education and special education classrooms as well as other places in the school setting. Sometimes the general education and special education classrooms will look very different while other times they will look very much the same. Here you can see general education classrooms. The arrangement of furniture such as desks, bookshelves, and tables will be dependent upon the needs of the students in the class.

Routines

 Routines add structure to the environment  Students with ASD have a need for things to be predicable and always be the same  Building in routines throughout the school day helps the student to better understand what is going to happen and what he is supposed to be doing

Take a minute and think about when you were getting ready for work this morning. Did you follow a routine? I imagine you did. You probably got ready in the same order today that you did yesterday.

Routines are a simple way to add structure to the environment. Students with ASD have a need for things to be predictable and often prefer for things to occur in the same order. By building in routines throughout the school day, we can help the student to better understand what is going to happen and what he is supposed to be doing.

Imagine for a moment that on one day when the students get to school they are to unpack and go to their desk and begin a worksheet. On the next day, there is a change and they are to go grab breakfast before unpacking. Finally, on the next day, they are to unpack, then grab breakfast. How do you think the student with ASD would handle this? Likely they would not know what to do so would need a lot of help from you to understand the expectations; however, they may also get frustrated and show some interfering behavior.

Examples of routines  Tyler’s morning routine – remove coat, unpack book bag, complete worksheet  Richie’s routine after completing work – take work to teacher’s desk, put in basket, check schedule

Here are some examples of providing routines. When Tyler gets to school each morning and he is to go to his desk, remove his coat, unpack his book bag, and then begin completing the worksheet that is on his desk. Because this is the routine every day, this routine helps him understand the morning expectations and to be more independent.

Here’s another example. Richie has been taught that when he finishes a work task or worksheet, he is supposed to bring the task or worksheet to his teacher’s desk and put it in the basket in the right hand corner and then he is to check his schedule for the next activity. When Richie finishes his art project, he places it in the basket, checks his schedule, and starts his next task that’s listed.

Think about it!

 Amelia, a student with ASD, attends the general education setting with a paraprofessional for math.  Based on the information in the case study, what could be done in the classroom to structure it in a way that will support Amelia? Identify at least two options.

Now it’s your turn. In your documents find the Think about it! document titled: Instructional Strategies and Considerations. Now find the question titled: Environmental Considerations.

Amelia, a student with ASD, attends the general education setting with a paraprofessional for math. Amelia has severe anxiety when in large groups and often struggles during math class. She often leaves the room without teacher permission when she becomes overly anxious. The desks in the classroom are in traditional rows and Amelia’s desk is in the front row in the middle so she sits closest to the board and teacher. Posters, decorations, and student work fill the space on the walls. The board, where the teacher writes is covered with posters and student drawings. The room is often warm and there is a fan in the front of the room. There is one main entrance/exit into and out of the classroom. The teacher will sometimes have the students sit at their desks for math instruction and other times they will sit on the floor.

Based on the information in the case study, what could be done in the classroom to structure it in a way that will support Amelia? Identify at least two options.

Thoughts!

 Seat Amelia on the end of the row away from the door

 Reduce the amount of decorations in the classroom  Remove all unnecessary items from the board

 Assign Amelia a space to work in

 Provide Amelia with a study carrel

There are many options that can be considered. First, if Amelia has difficulty in large groups and is leaving the room without permission, seat Amelia on the end of the row so she is not in the middle of a large group and away from the door so it takes her longer to get to the door before she leaves the room. You might consider reducing the amount of decorations in the classroom. Amelia might be overwhelmed by the amount of items she can see in the classroom that aren’t what she should be focusing on. In that same manner, removing the unnecessary items from the board will allow Amelia to focus on what the teacher wants her to focus on rather than all the decorations. When the teacher allows students to work in their desks or on the floor, you may assign Amelia a place to sit and work so that she doesn’t have to be overwhelmed by having too many decisions. If you want to give her a choice, you can ask her if she wants to work in her desk or on the floor and then tell her where to sit on the floor if that’s her choice. You could also provide Amelia with a study carrel to reduce the number of distractions in her environment. These are a few suggestions. You may have come up with even more suggestions to support Amelia in her classroom.

Summary

 Physical structure consists of safety, reducing distractions, clearly defining space, and organizing.

 We all benefit from structure!

 Providing structure will benefit all students, but especially those with ASD, to have a better learning environment.

In this presentation you have learned about structuring an environment. Physical structure consists of safety, reducing distractions, clearly defining space, and organizing.

We all benefit from structure and organization, especially in the school setting. Providing structure will benefit all students, but especially those with ASD, to have a better learning environment.

Information for this presentation is from Virginia Commonwealth University's Autism Center for Excellence (VCU- ACE) that is funded by the Virginia State Department of Education (Grant # 881-61172-H027A100107). Virginia Commonwealth University is an equal opportunity/affirmative action institution providing access to education and employment without regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status, political affiliation, or disability. If special accommodations or language translation are needed contact (804) 828- 1851 VOICE -- (804) 828-2494 TTY