Copyright Ernsperger Analyzing the Environment Module Seven Dr. Lori Ernsperger.

Copyright Ernsperger

Analyzing the Environment

Module Seven

Dr. Lori Ernsperger


Review• Developing the hypothesis

– “Our best guess as to Why?”

• Functions of Behavior– Can be more than one function

• Theory of Mind– Ability to “Mind- Read”

• Communication Systems– Not a one size fits all – Every student must have a functional communication

system that is effective and efficient


Antecedent Strategies

“An ounce of prevention is worth a pound of Cure”

• Proactive measures and organization• Reduces stress and problem behaviors• Organization and structure maximizes

opportunities for skill development• Antecedent Strategies

– Environmental supports


Antecedent Strategies

• Adapt Instruction– length or amount

• Adapt Curriculum– Materials

• Classroom Organization– Rearrange classroom

• Teacher Directions– Visual supports

• Classroom Procedures– Review changes

• Teacher Expectations– Different levels of

participation

• Student Responses– Longer response time with

a prompted visual support

• Identify Reinforcement– Token economy


Create a Positive Learning Environment

• The physical set up and layout of a classroom/home sets the tone for learning.

• The classroom should support a students behavioral needs and facilitate independence and smooth transitions.

• A cheerful and organized environment increases motivation and the acquisition of new skills.

• Consider the guidelines for TEACCH


TEACCH

• Treatment and Education of Autistic and Communication Handicapped Children

• 1970- Eric Schopler• North Carolina-7 regional centers• Broad implications beyond instructional

strategies• www.teacch.com


TEACCH

• Structured Teaching has 5 components:– Organizing the physical environment– Developing schedules– Developing individual work systems– Using visually clear materials and visual cues for

generalization– Establishing positive and productive routines


Dis-Organized Work Space


Organized Work Space


Physical Environment

• Layout is clearly defined• Room arrangement supports whole group and

individualized instruction• Individual student areas for personal belongings• Minimize distractions

– Central Coherence– Attend to a very small detail , difficulty in

understanding the “big picture”

• Materials are clearly labeled


Work Station with PECS, visual schedule and Token Board


Clear beginning and Clear ending


Break Area


Structure

• Boundaries– Furniture– Carpet– Tape on floor– Visual cards– Schedules for each

area

• Visual Supports– Schedules– Mini-schedules– Rules– Instructions– Choices– Changes


Task Analysis: Work is broken down into baskets


Schedules

• Executive Functioning– Organizational skills– Multi-tasking– Time management

• Provide consistency and predictability• Prevents behavioral challenges• One of the characteristics is to preserve

sameness• Do not cater to rigidity- teach structured

flexibility


Schedules and Visual Supports

• TEACCH principles

• The student should know:– Where should I be?– What work activity will I do?– How much work and how long will it last?– How do I know if I am making progress?– What will I do next?



Create a Checklist

• Checklists provide routine and structure

• Allows the St. to predict what’s next

• Keeps the St. engaged in the events

• Visually demonstrates when the task is complete


Morning ChecklistDate:

Hang up coat

Empty backpack on desk

Put lunch in lunch cart

Put assignment notebook on desk

Hang backpack on hook

Say Hello to a friend

Write assignment inn notebook

Ask teacher to sign notebook


Classroom Schedule

• Reflect changing needs of the students• Varied activities• Post for easy reference• Minimize “Free Time”• Teach the concepts “before and after”• Teach the concepts “First-Then”


Visual Support


Classroom Schedule

• Review schedule on a daily basis with all students

• Highlight any changes to the routine• Laminate and place velcro on each

scheduled activity• Keep paper or 3x5 cards readily available


Individualized Schedules

• Some students may require an individualized schedule

• Create a portable version of the daily schedule

• Allow students to remove each activity when completed or create a checklist

• Include both the written word with a visual cue


Portable Waist Visual Scheduleswww.augresources.com


Back to School Ideas!

• Visual Schedulesfrom Pyramid Products


Increase Visual Supports during times of transitions

• Transportation/Bus– Seating/Rules/Assistance

• Physical Education– Coordination/Dressing

• Lunch– Seating/Noise level

• Passing Periods– Visual Supports/Checklists

• Before and After School– Designated area


Transitions

• Notice of upcoming transition– Time Timer

• Allow sufficient time• Individualize the process so

that not all children are moving at once

• Be clear and consistent– Visual supports

• Be flexible


Other Visual Supports

• Color code each subject• Map of the School• Schedule of classes with supply list• List of teacher expectations and routines• Schedule of activities with each class• List of Homework modifications• Visual cue to return to homebase or comfort zone


Web Exploration

• Read the lecture for Visual Schedules

• Autism internet modules– Autism in the classroom– Visual Supports

• Review online quizzes for each module

• TEACCH.com: Structured Teaching– Articles and References – TEACCH articles on Educational Approaches


• Case Study– Complete the Antecedent Strategies for your

case study– Will not be posted in Module 7

• TEACCH – Post minimum of 5 pictures of classroom

which utilize the TEACCH principles ie. Visual supports, schedules, clear boundaries

– Pictures must be labeled as to specify what principle is being demonstrated

Copyright Ernsperger Analyzing the Environment Module Seven Dr. Lori Ernsperger.

Documents

copyright ernsperger

lori ernsperger slide

teacch slide

efficient slide

clear ending slide

token board slide

structured flexibility

organized environment