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

2. Copyright 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

3. Copyright Ernsperger 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

4. Copyright Ernsperger 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

5. Copyright Ernsperger 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

6. Copyright Ernsperger 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

7. Copyright Ernsperger 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

8. Copyright Ernsperger Dis-Organized Work Space

9. Copyright Ernsperger Organized Work Space

10. Copyright Ernsperger 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

11. Copyright Ernsperger Work Station with PECS, visual schedule and Token Board

12. Copyright Ernsperger Clear beginning and Clear ending

13. Copyright Ernsperger Break Area

14. Copyright Ernsperger Structure Boundaries –Furniture –Carpet –Tape on floor –Visual cards –Schedules for each area Visual Supports –Schedules –Mini-schedules –Rules –Instructions –Choices –Changes

15. Copyright Ernsperger Task Analysis: Work is broken down into baskets

16. Copyright Ernsperger 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

17. Copyright Ernsperger 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?

18. Copyright Ernsperger

19. 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

20. Copyright Ernsperger Morning Checklist Date: 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

21. Copyright Ernsperger 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”

22. Copyright Ernsperger Visual Support

23. Copyright Ernsperger 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

24. Copyright Ernsperger 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

25. Copyright Ernsperger Portable Waist Visual Schedules www.augresources.com

26. Copyright Ernsperger Back to School Ideas! Visual Schedules from Pyramid Products

27. Copyright Ernsperger 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

28. Copyright Ernsperger 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

29. Copyright Ernsperger 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

30. Copyright Ernsperger 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

31. Copyright Ernsperger 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