Classroom Management Tips For Students With Autism

CLASSROOM MANAGEMENT TIPS FOR STUDENTS WITH AUTISM: LEARNING ENVIRONMENT

Part 1: Creating a Structured Learning Environment

By Linda Dieffenbach, BSW

Classroom inclusion provides many benefits for children with Autism, creating opportunities for these children to thrive – personally, socially and educationally. If you are new to working with these unique students, you may feel uncertain or nervous about how to manage the classroom. As a teacher, you want to create the optimum learning environment for all your students; however, when working with children with Autism, there are different considerations and tools that you will want to apply. Each student is unique, and you therefore need to make time to familiarize yourself with their IEP or 504 Plan so that you can manage their specific challenges and needs.

In this blog series, we are exploring key elements to effective classroom management for teachers that work with students with Autism. Today, let’s explore basic environmental elements that help optimize learning for these students.

Create a Clear Schedule:

Students with Autism tend to get overwhelmed by unknown and unexpected situations. They like to know what is happening and when. Providing a clear and consistent schedule and routine helps to alleviate their anxiety. The schedule lets them know what is coming up and when, helping them cope better. Whenever there are known changes to the routine such as a field trip or special activity, give the student ample warning to that they can prepare for the change.

Some students with Autism may seem obsessive about the schedule. Be patient with them. This behavior is a response to anxiety, so make steps to minimize their anxiety levels by creating clarity around the schedule. Post the schedule in a visible place, list each major activity (transition) of the day separately, review it with them, let them know what to expect, and answer their questions. Refer back to the schedule throughout the day.

Desk Arrangement:

Students with Autism are often easily distracted and overstimulated, so they work best when they have their own space. Arrange desks in rows rather than circles or groups. Position these students away from windows, doors and activity centers. If available, use booths or quite areas when the activity requires the students focus and concentration.

Some students display extremely short attention spans. They may benefit from sitting on large therapy balls; specially designed stools that give children the option for that type of movement without being disruptive to his/her surrounding environment. Sensory cushions provide a soft, foam seating surface to allow “the wiggles” while providing a gentle vibration stimulus to the body to help calm children during their most challenging desk top activities.

Minimize Distractions & Environmental Triggers:

Most children with Autism struggle with sensory processing issues. Noise, bright lights, the flicker and hum of fluorescent lights, texture, scents, visual input and temperatures can quickly overwhelm a student with Autism, causing behavioral challenges. Be mindful of these triggers and take steps to minimize or eliminate them whenever possible. Keep classroom decorations and colorful wall displays to a minimum. Provide access to an individual work area, quiet space or booth where the student can reduce stimuli or take a break. Putting items like a weighted blanket, bean bag chair, massager and squeeze toys in their “quiet space” can also be helpful.

Post & Review Rules:

Create clear, concise and positively stated rules. Be sure to use language that informs the desired behavior rather than what you don’t want the students to do. As an example, use “Raise your hand to ask questions” vs. “Don’t speak out of turn”. Post them conspicuously in the classroom and review them regularly. Make sure that all your students understand the rules and the consequences for non-adherence to them. Include the class in creating the rules to engage them in the process. Depending on their functioning level or IEP/504 Plan goals, you may need to adapt the general classroom rules, reinforcers and consequences for your students with Autism.

Use Technology:

Students with Autism tend to respond well to technology, so find creative ways to incorporate technology into your classes. There are several great programs and applications that have demonstrated effectiveness in classroom learning. Students with Autism who have verbal communication deficits may use assistive technology to communicate. Since frustration linked to the inability to communicate wants and needs is one of the major causes of disruption and behavioral issues, teachers with Autistic students should develop competencies in the communication devices used by their students.

Contact Justin Unlimited for more information.

This article was originally published at http://www.justinunlimited.org/students-with-autism-learning-environment/. Reprinted with permission from the author.