EnvironmentalArrangement.txt

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UofL_Stripe 
Environmental Arrangement Strategies 

 Laura Ferguson, M.Ed, BCBA 

. 


Pervasive Developmental Disorders (PDD) 

Autistic Disorder 
Childhood 

Disintegrated 
Disorder 

Rett�s Disorder 

Asperger�s 

PDD-NOS 

DSM-IV Criteria 

Schwartz ppt., 2008 

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 Autism: Diagnostic Criteria for Eligibility 


DSM-IV 

�Qualitative impairment in SOCIAL INTERACTION 


 

�Qualitative impairments in COMMUNICATION 
�RESTRICTED and STEREOTYPED behaviors, interests 
and activities 


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 Evidence -Based 

 Practices 

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Evidence-Based Practices 

�Prompting 
�Reinforcement 
�Response interruption/redirection 
�Self-management 
�Social narratives 
�Social skills training groups 
�Speech generating devices 
�Structured work systems 
�Task analysis 
�Time delay 
�Video modeling 
�Visual supports 


�Antecedent Based Intervention 
�Computer-aided instruction 
�Differential reinforcement 
�Discrete trial training 
�Extinction 
�Functional behavior assessment 
�Functional communication training 
�Naturalistic interventions 
�Parent-implemented intervention 
�Peer-mediated instruction/intervention 
�Picture Exchange Communication 
System. 
�Pivotal response training 


 

 


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Let�s Explore Antecedent Based 
Interventions!! 

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 Antecedent Interventions 

 
�Setting clear behavioral expectations 
. Consider the individualized needs of learners when delivering 
expectations 




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� Placing specific demands 
. Example: �Hang your coat on the hook next to the door� 
vs. �Hang your coat over there� 




� Manipulating the learning environment 
. Pairing the learning environment with reinforcement 
. Providing visual supports in environment 
. Purposefully setting schedule structure 





�Manipulating the learning environment (cont.) 
. Location of instruction (is the table an aversive?) 
. Providing preferred items in area prior to demands 
. Decreasing/altering the task demand 




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Offering choice 
. Reinforcers 
. Materials 
. Order of instructional tasks 
. Partners/Peers 
. Locations 





Things that we see that enhance the 
communication process. 

 

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What are Visual Supports?? 


�Typically strong visual acuity and thought of as 
�visual learners� 


 

�Visuals provide the concrete message that leaves 
little to doubt for our learners 


 

�Visuals meet the learner where they are 


Why use Visual Supports? UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


Pictures


Written Words


Maps
Schedules
Organizational Systems
Environmental 
Arragement
Objects


Scripts


Timelines
Various Formats for Visual Supports 

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Environment & Visual Supports


Consider ways to��� 
� Ensure student safety 
� Reduce distractions 
� Promote independent transitions 
� Facilitate task completion 
� Facilitate interactions 


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Kentucky Autism Training Center 


Kentucky Autism Training Center PHYSICAL STRUCTURE 
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�Physical structure should be considered in any 
environment the student with autism is going 
to be in, including: classrooms, hallways, 
lunch room, recess, locker/cubby areas. 
�The furniture, desks, and carpet areas are 
arranged in a way that the student knows 
where an area begins and where it ends. 



Kentucky Autism Training Center What to look for�� 
�PHYSICAL BOUNDARIES 
�VISUAL AND AUDITORY DISTRACTIONS 
�MATERIAL ORGANIZATION 
�CURRICULUM AREA ORGANIZATION 


 

 

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Kentucky Autism Training Center Enhance Transitions 
.Transitions are often difficult for individuals 
with autism. 
.How can our physical structure of the 
classroom help to facilitate transitions? 
.Placing arrows on the floor to indicate the path 
students should follow 
.Tape may indicate students designated area (i.e., 
where to sit or stand) 




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Kentucky Autism Training Center Enhance Transitions 
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E C:\Users\Christina Even\Pictures\2011-01-10\080.JPG
Areas outlined for 
specific actions 
Environment & Visual Supports


� Schedules 
� First-Then 
� Token Systems 
� Choice Boards 
� Communicating Behavioral Expectations 
� Communicating �Time� 
� Work Systems 
� Facilitating Social Interactions 


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Kentucky Autism Training Center 


Autism001s
Autism043s
103189-R1-18_1
objectschedule
firstthen

 Visual Schedules 


�Easy way to provide students with consistent 
cues about their daily lives 


 

�Help child anticipate what will happen next 


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 Why are visual supports important? 


�Give the student/child time to focus 
�Time to work out meaning 
�Child can refer back to visual 
�Enable communication to be more specific 
�Encourage consistency in procedures, 
expectations, and routines across all people 
involved with the child 


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 Whole Day Schedule 


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http://www.mayer-johnson.com/media/category/autism/schedule.jpg

 Routine/Activity Schedule 


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http://img.photobucket.com/albums/v92/CHARLENE1971/schoolday.jpg

 Activity Schedule 


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 Within Activity Schedule 


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Visual form that provides high motivation for 
the student to work through one activity to get 
to a preferred activity. 

 

This can be a powerful strategy in maintaining 
appropriate behavior throughout transitions. 

 

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First/Then 


STEPS for TEACHING: 

1)Identify preferred items through preference 
assessment 
2)1st Preferred-Then Preferred several 
opportunities over several days 
3)Gradually introduce non-preferred tasks as the 
�First� expectation 
4)Make sure that �Then� is still a highly preferred 
item 


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First/Then 


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Communicating 
Time 

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motivAider.jpg
timer1.jpg
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sand timer.jpg
time tracker.jpg

 

 

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Communicating �No� 


 

 

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Visuals can be placed 
on top of activity 
materials, within 
academic tasks, and 
a variety of other 
ways to 
communicate �no� 

no sign.jpg
DSC02655

 Video Modeling 


 A form of observational learning in which 
desired behaviors are learned by 
watching a video demonstration and 
then imitating the behavior of the model. 

 

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 Individuals observe themselves performing 
a behavior successfully on video, then 
imitate the targeted behavior. 

 

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Video self-modeling 


 Individuals observe someone else, 
preferably same gender and age as 
themselves, performing a behavior 
successfully on video, then imitate the 
targeted behavior. 

 

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Other-as-model Video Modeling 


 

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Thank you so much for attending!! 

 

 Questions?? 


Questions? 

 

Laura Ferguson, M.Ed, BCBA 

 laura.ferguson@louisville.edu 

 

 

 

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Center contact info: 

 

Telephone: (502) 852-4631 

Fax: (502) 852-7148 E-mail: katc @ louisville.edu 

https://louisville.edu/education/kyautismtraining 

 

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