Individual Work Space
Individual Work Space
Embedded Files
Using an individual work space...
Creates space for individual processing
Limits distractions to the student
Shifts mindset to individual work
Implementation
Implementation
Overview
Establish an individual work space where few stimuli manifest and distractions are limited.
Student and teacher should have a conversation about what that space looks like and why it should be used.
The student may have the ability to elect to use the space flexibly, an expectation may be set to use the space when a certain type of work is assigned, or a teacher may make that determination.
It is vital that a shared understand of how this will occur is addressed with both teacher and student together.
Core Components
Not used as a shaming method
Student must have flexibility to move organically out of the space
Specific standards are set for the use of the space
Beware of the punative
Proactive Implementation
Creating an area or zone in the room for students to use as an individual work space requires set expectations when used. The intention of the individual work space should not be punishment but rather to allow students to build awareness of their presence in the room.
Responsive Implementation
If a student, group, or class is struggling with staying in an assigned area this may be a strategy to consider in the short term. The assigned area should be discussed with the class and the why should be understand. It can not be framed as a punishment but as an awareness tool.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the assigned work area should be limited to only independent work. All collaborative work should be conducted outside of this area.
Skills Training
If the need is skill building then the student should be taught various other strategies that support the tartgeted skill of maintaining focus. The assigned work area should be short term and lead to options to autonommously move to the assigned area when they feel it is needed.
Awareness
If the need is awareness then the student may complete a checklist or section of a visual schedule where they self reflect on their ability to maintain focus, comply with directives, complete work, stay in assigned area, etc. The goal is to build awareness and become self-reflective.
Emotional Regulation
If the need is regulation then the student may utilzie the assigned area to prevent others from disregulating them based on interactions. If a successful coping strategy is to be left alone for a period of time then the student may treat the assigned area a a protective bubble.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Page updated
Report abuse