Based on the following book.
BUY THE BOOK:
Book: How to Set Up a Classroom for Children with Autism (Third Edition)
E-book: How to Set Up a Classroom for Children with Autism (Third Edition)
TAKE AN ONLINE COURSE ON SETTING UP A CLASSROOM:
Foundation to Impact: Build Your Autism Teacher Foundation. Increase Your Teacher Impact.
TAKE A FREE COURSE:
Functional Behavior Assessment
Smoothing Transitions for Students with Autism
GET A FREE E-BOOK, PRINTABLE PACK, OR GUIDE FOR SPECIAL EDUCATORS:
Time Saving Ideas for Autism Classroom Teachers
12 Ways to Slow Down the Running: Encouraging Positive Behaviors in the Classroom Ebook
200 Questions to Ask When Confronted with Challenging Behaviors in the Autism Classroom
Potty Training Autism-Specific Strategies Protocol for Special Education Classroom Teams
Compact Teacher Planner for Autism Classroom Teachers
Sight Words Spelling Printables for Students with Autism
Electronic Download Set of Emotions Flashcards
9 Teacher Tested Strategies to Prepare An Autism Classroom (Autism Classroom Set Up Tips)
In effort to promote and maintain a level of excellence, there are some items that must be basic foundations in classes that serve students with autism. These autism teaching strategies can support students in doing their best. Promoting a basic foundation for the classroom will help to create structure in the student’s program. Classrooms serving students with autism should have basic items in place to help students be successful in the school environment. Detailed, step-by-step information about setting up a classroom for autism or a special education classroom is in the book How to Set Up a Classroom for Students with Autism (Third Edition). Or, try our new signature courses for educators, free courses for educators or free guides for educators here.
Below is a list of items and strategies to teach students with autism that your classroom, which instructs children on the autism spectrum, should have:
A classroom schedule should be posted that reflects the following: independent work time, 1:1 (or 2:1) work time, small group instruction, social skills instruction, sensory play, structured play/structured recreation-leisure opportunities, fine motor work opportunities, personal management opportunities, limited large group activities.
2. An Effective Classroom Set Up/Engineered Environment for Students with Autism
An engineered environment created specifically to meet the needs of students with Autism is critical to the success of your classroom program. These items, such as visual supports, creating boundaries, individualization and organization should be seen, utilized and programmed into the daily operations of your class.
3. Data Collection System
A data collection system should be in place to measure each student’s IEP (Individualized Education Plan) objectives. IEP objectives will need to be measured using effective data collection methods. Data collection sheets should be ready for the start of school.
4. Written Plan for Classroom Roles and Responsibilities
Your autism classroom set up should have a posted written plan that designates the major responsibilities each staff member assumes. This plan should also include the areas of the classroom each staff member is responsible for during the instructional parts of the day. For example, running the art lesson, recording attendance, preparing the snack time lesson, supporting the language lesson, preparing the daily calendar, may be the types of responsibilities noted. (Please understand that sometimes responsibilities overlap or change). Classrooms serving students with autism require a great deal of teamwork; a plan in which responsibilitiesare clarified will positively contribute to the productivity of your team.
5. Weekly Scheduled Debriefing Sessions
It is extremely important to meet with your team members concerning the needs and issues of your students. Your classroom team should have at the very least 1 weekly debriefing session before or after school. Suggested topics during this session are discussion of students, review and revising communication strategies, teaching strategies, behavior interventions, scheduling and classroom roles and responsibilities. Input from all staff members should be encouraged to help create a successful learning environment for staff as well as for students.
6. 3-Step Prompting Series
To serve as a guide for making requests of students should be used consistently in the classroom. Posting this on the wall will help remind staff of the technique.
7. Language Based Techniques/Augmentative and Alternative Communication (AAC)
These techniques and strategies must be embedded in all activities throughout the child’s day. AAC methods can include picture symbol task analysis, picture exchange, natural aided language techniques, visual cues for behaviors, picture symbols, photographs, written words (if the child is reading), etc.
8. A Written Behavior Plan
A plan should be in place for each child’s targeted behaviors. If students have inappropriate behavior(s), there should be a plan for dealing with that behavior(s). All staff members in your class should have a copy of the behavior plans. The behavior plans can be very short or extensive depending on the needs of the student. Behavior plans can cover information as minor as “what to do when the child keeps taking of their shoe” to something as major as aggression, hitting, kicking etc. In each case, you will want to conduct a Functional Behavior Assessmentto develop a Behavior Intervention Plan. The behavior plans should be a written plan of action so that each member of your classroom team responds in the same way to a behavior.
9. Sensory Issues
Sensory issues should be addressed in the autism clasroom set up by adding elements throughout the school day. Sensory issues should be identified for each child, when applicable, and programmed for and incorporated in the daily schedule.