Sometimes we need to go to great lengths to ensure that the classroom environment works for our students. Instead of trying to adapt all areas of your room, it might be more beneficial for some students to have their own work area. Structuring a work area can be a highly effective antecedent intervention that can prevent problem behaviors before they occur. I caught your attention with that one didn’t I? Preventing problem behavior? Sold. For students who are extremely active or have high needs behaviors, creating an environment that works to prevent these issues is critical.
Check out my video tutorial of how I structured a student work area that helped to significantly decrease running and falling out behaviors.
Check out this student’s work/break schedule here.
Happy 2014 🙂
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11 Responses
Love this! Thanks for sharing!
Love the videos!!! Thank you!
Thanks!
Thanks so much for sharing Sasha!
Thank you for sharing, I like the visuals and the super efficient space planning.
I’m glad to see your video. I have had to set up a similar space for one my students. I’m finding, though, that keeping him contained in his space all day (with plenty of breaks worked in) brings some of its own challenges. Do you bring your student onto whole group settings at all? If so,for what types of learning? Thanks!
Happy you found it helpful! 🙂
Thanks for watching, Natasha!
Yes – I just started about a month ago. We work him into my lowest level morning group. He works on calendar/weather activities and then does adapted versions of the activities we do in that group. We’ve been incorporating a lot of cooking and sensory activities into this group which this student really enjoys! Hope this helps 🙂
AHH do you have any tips/tricks to help me with a nonverbal, high energy (runner), kindergartner? I recently purchased a ton of resources from you such as the Leveled (1) LA and Math curriculum, a bunch of file folders and tons more. I just am a first year teacher and my student is one of a kind at my school. Our supports are a little tight (we don’t have a big classroom like you) or a separate sensory room, etc. It’s literally me, the student and his aide. We haven’t figured out the full thing just yet since we had to being his ETR process and the school year just started. All I am wondering is if you could point me in the right direction. Any advice?
First off, what are his reinforcers? Do some preference assessments and figure those out. Restrict access to reinforcement except for when he engages in appropriate behavior (work completion, staying in room, etc.). I would look at the function of the running before adding any interventions. https://theautismhelper.com/types-behavioral-function/ Good luck! Hope this helps!