Preferential Seating
Preferential Seating
Embedded Files
Using Preferential seating....
Allows students to maintain focus
Supports student performance increase
Increase influence of positive peer interactions
Maintain adult supervision with proximity
Gain needed resources based on student
Implementation
Implementation
Overview
The physical space of the room is changed to support individual or groups of learners
This means that students may be supported by by close to the teacher's desk (supervision), in a group "pod" (peer modeling), on the outside of an area (easy access to fidget or sensory/movement break), near the doorway (chunking of schedule/easy opportunity to leave room without disruption), or by a station such as the water fountain.
This depends on the reason why a student needs to sit in a specific location
When making a change for a particular student due to behavior, time out the shift with a whole class seating rearrangement as to not signal out and magify a student.
NOTE preferential seating does NOT mean a student MUST be located next to the teacher's desk
Core Components
Preconference with student to discuss concerns & to co-plan
A predetermined location where the student will sit.
An explanation why that location was chosen.
Proactive Implementation
Using preferential seating proactively requires communication from previous teachers/collaborators to know what works best for physical seating for a particular student. This may also be proactively planned for a specific activity. For example if a student will work best in a lab that is with particular students for group work or closer to the front of the room then this can be strategically planned beforehand.
Responsive Implementation
Responsively using preferential seating may require an event to have occurred where the student would have been moved. This may then transfer to building in a proactive switch for future activities. You may also be in a situation where you notice that students are demonstrating "bubbling" behaviors and look to combine with a cue or signal for that student to move their location.
Bucket Fits
Bucket Fits
Connection
If the need is connection students may be placed in an enviroment where they have positive peer interactions. Possibly leveraging the students craving to work with a particular student or the teacher.
Skills Training
If the need is skill building the student's preferential seating should allow for ample prosocial interactions with peer models.
Awareness
If the need is awareness the preferential seating should be used with a follow up in response to a particular action. The student must review and identify why the cue was used and impact of the action.
Emotional Regulation
If the need is regulation then the prefrential seating may be combined with a tempory de-escalation break where the student accesses regualtion tools either within the classroom or in a predetermined location around the building. The student then returns and moves to the set location. The initial seating may be chosen based on the students ability to quickly access these tools.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
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
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