Setting Up Classroom Spaces That Support Students With Autism

by Susan Kabot, Christine E. Reeve

Overview

With even the best curricula and interventions, students with autism spectrum disorders will not learn unless the classroom environment is organized with their specific needs in mind. Setting Up Classroom Spaces That Support Students With Autism Spectrum Disorders shows through clear and brief text and lots of photos how to determine what type of furniture and materials to choose for various types of classrooms and how to arrange them in a way that creates an effective learning environment while reducing anxiety and preventing problem behaviors. It uses evidence-based practices of structure and visual supports to enhance the well-being and success of students. Examples are given for students across the age span with lots of lists and helpful resources, making it a must-have resource for every classroom. Foreword by Juane Heflin, PhD.

Product Details

ISBN-13:	9781934575680
Publisher:	Future Horizons, Inc.
Publication date:	08/31/2010
Pages:	96
Product dimensions:	8.40(w) x 10.90(h) x 0.30(d)

About the Author

Susan Kabot, EdD, CCC-SLP, is the executive director of the Autism Institute at Nova Southeastern University, where she oversees the Baudhuin Preschool; Starting Right, a parent-child early intervention program for children 18-36 months; the Autism Consortium, which provides outreach services to school districts around the country; and the Unicorn Children’s Foundation Clinic. She also teaches autism courses at both the master’s and doctoral level at NSU and serves as a dissertation chair and member. Susan has been active at the local, state, and national level in a variety of organizations addressing the needs of individuals with autism, their families, and the professionals who serve them. She was appointed to the Florida Developmental Disabilities Council by former Florida Governor Crist and serves on the Health Care and Self-Advocacy Leadership Task Forces. She is also a member of the Panel of Professional Advisors for the Autism Society of America. With Christine Reeve, Susan is the co-author of several books, including Building Independence: How to Create and Use Structured Work Systems. Susan is the mother of three sons. Her middle son, Michael, has autism.

Christine E. Reeve, PhD, BCBA-D, has more than 20 years of professional experience working with children, families, and schools focused on autism, inspired by one sister with autism and another sister who teaches children with special needs. During her 13 years at Nova Southeastern University’s Mailman Segal Institute, she served in a variety of roles, including director of the therapeutic intervention program for children with significant behavioral issues and autism and consultant for the Autism Consortium, providing consultation and training to school systems across the country. Christine owns and directs a school consultation practice providing professional development and consultation to school systems concerning students with autism, low-incidence disabilities, and challenging behavior. Christine also serves as adjunct faculty and a dissertation advisor for Nova Southeastern University. Author and co-author of several books, including Setting up Classroom Environments That Support Children With Autism Spectrum Disorders, Christine maintains a blog regarding school-related information about autism spectrum disorders at Reeve Autism Consulting.

Read an Excerpt

We all make use of visual strategies every day, often totally unconsciously. We go to the supermarket and stand in the checkout lines where the numbers are lit up. We stop before crossing the street when the light is red … the list goes on and on. Similarly, visual cues help students with ASD to make sense of their environment. By being able to rely on predictable cues in the classroom, they are more comfortable and, therefore, in a better position to focus more time on instruction. That is, the energy otherwise spent on worrying about what will come next can now be constructively expended on learning.

To be successful, visual cues must be clear and readily available. In addition, students must learn to understand and use each type of cue before they can rely on it on a regular basis. A good rule of thumb is to have a colleague come into the classroom and look at the materials displayed. Can he or she identify the function of each of the materials? If so, then the materials are probably relevant and needed. If the function is difficult to discern or if the visual is not related to the running of the classroom (e.g., a bulletin board decorated with fall leaves when none of the lesson plans address seasons or leaves), consider removing that item and storing the material elsewhere.

Designing effective classroom environments for students with ASD is more complicated than simply putting out desks and chairs. The unique characteristics of ASD and their impact on students’ learning styles and ability to navigate complex environments make careful consideration and planning of their instructional environments a key component of effective intervention. The following is a synopsis of warning signs and solutions to potential difficulties observed in classrooms that can be addressed by changes in the physical environment. These warning signs are provided as an overview to help teachers think about issues in their own classrooms and how the physical environment may impact them.

Table of Contents

Foreword........................................................................................................................................... 1
Introduction: The Influence of the Physical Environment on Student Behavior......................... 5
The Impact of the Characteristics of Autism and the Physical Environment........... 7
Goals of Organizing the Physical Environment............................................................... 9
What You Will Find in This Book.................................................................................... 10
Chapter 1: The Elements of a Typical Classroom.................................................................... 11
One-to-One Instruction Area.................................................................................. 11
Small-Group Instruction Area................................................................................. 13
Independent Work Area......................................................................................... 19
Full-Group Table Activities...................................................................................... 23
Full-Group Open Area............................................................................................. 25
Transition Area ........................................................................................................ 26
Cool-Down or Sensory Area.................................................................................... 30
Computer and Media Area..................................................................................... 32
Administration/Teacher Area.................................................................................. 33
Summary................................................................................................................. 34
Chapter 2: Designing Areas of the Classroom......................................................................... 35
Examples of Floor Plans With Corresponding Schedules....................................... 39
Summary................................................................................................................. 46
Chapter 3: Organizing Classroom Materials............................................................................ 47
Classroom Supply Lists............................................................................................ 48
Considerations When Choosing Materials............................................................. 55
Considerations When Organizing Materials........................................................... 55
Summary................................................................................................................. 58
Chapter 4: Using Visual Cues to Organize Classrooms for Effective Learning.......................... 59
Visual Cues for Students......................................................................................... 60
Visuals to Indicate Where to Sit................................................................. 60
Visuals to Indicate Where to Stand............................................................ 62
Visuals to Indicate Where to Line Up......................................................... 63
Visuals to Indicate Where to Go Next........................................................ 64
Visuals to Indicate What to Attend To........................................................ 65
Labeling Shelves and Cabinets................................................................................ 67
Visuals to Mark Available Versus Off-Limits Activities............................................ 70
Summary................................................................................................................. 72
Chapter 5: Frequently Asked Questions................................................................................... 73
Appendix.......................................................................................................................................... 81
Instructional Resources – Books............................................................................ 82
Resources for Arranging the Physical Environment............................................... 83
Resources for Visual Supports............................................................................... 84

Editorial Reviews

This is the book I have wanted for MANY years. Each year thousands of educators are faced with having to set up new classrooms — in general education, resource rooms, or self-contained settings. And each year these teachers create from scratch a plan to accomplish this task. What a waste of valuable time! Drs. Kabot and Reeve have now created the book that every educator needs. Using evidenced-based practices and what we know about students with ASD and other special needs, the authors explain, and show, how to set up classroom spaces. The book contains dozens of pictures of actual classrooms for individuals with ASD across ages, presentation of ASD (classic to high-functioning/Asperger Syndrome), and settings. Every educational professional should own this book.” – Brenda Smith Myles, Ph.D., a consultant with the Ziggurat Group, is the recipient of the 2004 Autism Society of America’s Outstanding Professional Award and the 2006 Princeton Fellowship Award. She has written numerous articles and books on Asperger Syndrome and autism, including Autism and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns and Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon). The latter is the winner of the Autism Society of America’s 2002 Outstanding Literary Work.

“Setting up the classroom environment for student success is something that many teachers know in theory, but struggle to put into practice. In Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders, Susan Kabot and Christine Reeve have not only answered questions related to why environmental supports are needed, they have also provided a step-by-step guide describing how to accomplish this task. This book is a ‘must-have’ for anyone setting up an environment for students with autism spectrum disorders.” – Elisa Gagnon, ASD consultant, Blue Valley Schools, Overland Park, Kansas; author of Power Cards and co-author of This Is Asperger Syndrome

“This book is guaranteed to be a wonderful support to all teachers! Aft er having Susan Kabot and Christine Reeve come into my classroom and set up the physical structure, I have seen dramatic changes in my students’ learning. This is a must-read for all teachers who have students with ASD.” – Allison Long, special education teacher, Gallatin, Tennessee

“As a special educator with 34 years in the field, this is the best and most practical guide for teachers and administrators I have ever read. The book provides all the critical information needed to set up a general education or special education classroom to support students who have autism, including selecting furniture and materials, and developing student and staff schedules. Each recommendation is research-based and addresses specific student needs. This resource should be found in every teacher/administrator library. I cannot wait to share this book with my daughter who is a kindergarten teacher.” – Charlotte Kerr, director of student services, Homewood City Schools, Homewood, Alabama

“In Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders, Drs. Kabot and Reeve provide an easy-to-follow blueprint for arranging a classroom for students with ASD. Their illustrations and scenarios allow teachers to see the practices being carried out in real classrooms. This book is a must for teachers working with students in any type of classroom.” – Leslie Goins, Ed.S., special education teacher, Heiskell, Tennessee

From the Publisher