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The classroom environment has an impact on all students. Students with ASD may have sensory distractions that negatively impact their ability to learn, such as: the lighting of the classroom, loud noises or repetitive noises, or how the classroom is physically set-up (Flannery & Wisner-Carlson, 2020). These environmental factors can play a role in the success or challenges of students with ASD. Below are areas that the teachers and support staff should consider when working with students with ASD.
What Works
What Works
Students with ASD thrive in environments that are structured, organized, and predictable. Teachers can control the physical environment, routines, and schedules of the classroom to support students with ASD.
Some things to consider:
Lighting
Sensory stimuli
Class and play arrangements
Group structure
Special education teachers utilize the Zigguart Model and the Underlying Characteristics Checklist to identify the students strengths. weaknesses, deficits, and environmental factors (Martin, 2014).
It is in these types of environments that support students with ASD to be successful. Think of it like an ecosystem. Martin calls it the Human Ecosystem Theory model which considers the designed environment, the student, teachers and caregivers, the natural environment, and the social environment (2014). Each person, the physical environment, and the social setting have an influence on the student.
Rahn, et al., describes the characteristics of social emotional environments that foster supportive and inclusive classrooms for students with ASD. These classrooms have:
Predictable routines- in both large group and small group structures
Predictable routines in how activities are performed, tasks are completed, or how something is done
More positive attention given to students than negative or neutral attention (5 positives for every 1 negative behavior)
Explicit teaching for expected behaviors
Social Skills training to produce positive social interactions among peers (2015)
Predictable routines in everyday activities are important for students with ASD. Here are some examples:
Walking in the hallway:
It may seem like a skill that the students know how to do and how to behave, but reminding students that every time they walk in the hall their hands are to their side, the face forward, and walk quietly.
Preparing for class:
Reading: Reading notebook, reading folder, reading textbook, and a pencil.
Math: Math book, math notebook, pencil, and math folder.
Morning routine:
Put jacket, backpack, coat in locker. Turn in any papers to teacher, sit at desk. Eat breakfast and visit quietly with friends or read a book. Class starts at 8:10.
Think about any of the unsaid routines that your class may be expected to follow. Explicitly explain how they should be followed, what students do and what their role is. Students with ASD may not know or be aware due to their social and communication deficits. Over-explain the rules, behaviors, and expectations, even though it seems obvious to us.
Instructional Planning
Instructional Planning
In order to make the classroom an inclusive environment for all students, the strategies listed provide students with ASD access to their curriculum.
When planning instruction, teachers can consider:
Adapting the curriculum
Modify instruction
Use evidence based practices
Accommodations
Utilize graphic organizers
Use manipulatives
Using video modeling
Breaking tasks down (task analysis)
(Boutout, 2007; Flannery & Wisner-Carlson, 2020; Wong, 2015)
When planning instruction remember to include a visual aid or piece to connect the content being taught to students with ASD. Students with ASD are more visual learners and are likely to miss something that is only verbally instructed. Write down a brief list of the tasks for the activity, show a short video of a math concept, and using hands on materials when possible. Students with ASD will be able to learn more deeply when teachers apply this tools their instruction.
Work Systems
Work Systems
Work systems are a tool that uses visual supports that help students approach assignments. A work system provides students with a visual schedule that answers 4 questions that address the expectations for the student:
What work?
How much work?
When am I finished?
What is next?
When used as an intervention, work systems were found to:
Reduce disruptive behaviors
Promote independence
Sustain engagement
Required less adult assistance
(Flannery & Wisner-Carlson, 2020)
Work systems give students with ASD the explicit procedures of how to do their work, when to do it, and what to do next. It may seem like an over-explanation of the same expectations daily, but this process helps students with ASD understand what to do and how to do it.
Work systems also address what the activity will be, how long/or how many tasks are involved, how the student will know when they are finished, and what to do next. When the teacher provides the student with clear explanation and expectations it promotes independence and less adult intervention.
Reading Rockets provides a good explanation and review of what work systems are and how to implement them within the classroom.
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