Work Stations and Areas
Since individuals with autism often share similar challenges, the environment will encompass structured teaching that is routine based. It will focus on visual presentation while utilizing the individual's interest.
Independent Work Stations
Students will be given structured work tasks, related to each student’s IEP objectives, to complete independently. Assigned tasks will be designated by the teacher to reinforce skills previously taught, in which students require little to no guidance. Photos or icons can be used to direct to what work needs to be completed. Activities should become progressively more challenging to engage the student. The goal of this station is to get the student to work for an extended period of time to increase productivity and independence. Students will benefit from utilizing their own work space and their own set of materials in an area that can be easily monitored with little distraction. Storage bins or folders should be assigned and color coded for students to put their completed work in to be checked over by the teacher. Any tasks that have not met expectations should be corrected with the guidance of the teacher. This station is a great opportunity to reinforce positive behavior and for teachers to observe any behaviors.
1:1 or 2:1 Work Areas
Two or three work areas should be set up to provide direct instruction for IEP goals. Teachers will meet with all classroom staff to review each individual's IEP goal to make sure everyone is on the same page. These work areas should be separated from the large group area and placed near a blank wall with limited distractions. If space is limited, a foam board or display poster board to create a blank space. Direct instruction can be provided by the teacher or teacher assistant. Materials should be ready before instruction begins and the adult instructing the student should be aware of the all work that needs to be completed. Labeled baggies can be used to store materials for each objective, such as sorting, matching or identifying items.
1:1 Discrete Trial Teaching
This program will use DTT when introducing skills, such as colors, numbers, shapes, and other concepts that cannot be learned through naturalistic teaching methods. DTT uses single-step directions with a direct reinforcement. It follows a prescriptive 4-5 step sequence, Stimulus, Behavior (Response), Prompt (if needed), Reinforcement, and inter-trial interval.
DTT works well during 1:1 teaching time because you can concentrate on one task with one student. An example of a task where you may use discrete trial teaching would be if a student was to identify primary colors. Instead of presenting all of the colors at once and you would present maybe two colors and have the student choose one. You would drill this one color concept several times, before moving on to the next one. In addition to the presentation of the task, you would provide preferred items that the child likes, when they produce a correct answer.
DTT works well during 1:1 teaching time because you can concentrate on one task with one student. An example of a task where you may use discrete trial teaching would be if a student was to identify primary colors. Instead of presenting all of the colors at once and you would present maybe two colors and have the student choose one. You would drill this one color concept several times, before moving on to the next one. In addition to the presentation of the task, you would provide preferred items that the child likes, when they produce a correct answer.
Sensory Motor Area
This area is designed to help students unwind and received sensory input that is necessary for them to focus. Items that can be used in this area can include, but are not limited to therapy balls, tunnels, pillows, lotions, bubbles, brushes, and a sand table. This area will be student directed as they let the teacher or adult know which activities they would like to do. The teacher and/or adult can use this space to build communication skills by asking them to tell you what they would like or having them retrieve an item. This area should be in it's own corner away from any work areas where it may cause a distraction.
Structured play area
This play area will be different in each classroom since it will be designed to fit the student's needs. This area will also be sectioned off from work areas so it does not cause a distraction. The goal of this area is to focus on communication and socialization skills. All activities will be planned, structured and guided by adults since this is an opportunity to teach play skills. Play skills should be taught 1:1 and then built into a group setting. Although it is alright to comment on educational concepts such as shapes or colors, these skills should not be taught in this setting. This is an opportunity to have fun while engaging the students.
Small group area
Students will be divided into small groups through centers. It is up to the teachers discretion how many centers will operate at one time. Centers should be about 15-20 minutes until they are instructed by the teacher to rotate to the next center. Adults will be instructed by the teacher as to what center they will be leading. Some examples of centers can include, but are not limited to, computer center, listening center, building cvc words, word wall center (syllables, synonyms, etc), sentence maker center, handwriting center, spelling, science, and math. Independent work stations, 1:1 stations, the structured play and the sensory motor area can also be used as a center if the teacher chooses.
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Large group area
A horseshoe-shaped table is ideal for effective instruction. Seating arrangement should be decided ahead of time to promote predictability. Bins can be used to put the materials needed for that day's lesson in. When the lesson is done, the materials can be put back in and taken out at the end of the day. The teacher will then place the materials for the next day's lesson in the bin. These lessons should follow the Madeline Hunter layout, with hands-on activities and visual material.