My Ideal Classroom Rationale 1

Megan McDonald

November 10, 2017

Week 3 Assignment

My Ideal Classroom Rationale

When designing a classroom for students with autism it is important to consider their

individual characteristics and determine how to structure the room to best meet their needs.

After researching the best practices for classroom setup for individuals with autism, I created a

Pinterest board of some elements I would include in the room and some examples of furniture

placement.

Autistic students are visual learners. My ideal classroom would have visual schedules

placed on each student individual desks. The schedules would provide students with an

overview of their day. It tells them what they will be doing and when they will be doing it.

Visual schedules are used as a communication tool and it helps students with ASD become

independent of adult prompts and cues (Mesibov, Shea & Schopler, 2005). Visual schedules

also are an important tool in reducing anxiety in students with ASD, while teaching flexibility

(Hume. Kara, 2009). Flexibility is a critical element to consider when designing a classroom.

Flexible seating is a researched practice that has been proven to be beneficial for

students with autism. Autistic individuals have self-stimulatory needs and at times that requires

frequent movements. Flexible seating provides students with movements while working.

Studies suggest that children who participate in short bouts of physical activity within the
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classroom have more on-task behavior (Mahar, M.T, Murphy K.S, Rowe, D.A, Golden, J., Shields,

T. A., Raedeke, T. D. (2006).

Classrooms designed for students with autism should have places for students to work

independently and in a small group. There should be designated areas for students such as

individual working stations and cubbies for their items. When students are in their individual

stations, teachers can create TEACCH task boxes for students. Task boxes, also known as

Shoebox Tasks provide the opportunity for children or adults who need a high degree of

structure to experience success and build upon that success for greater skill and independence

(Ron Larsen, 2017). These shoebox tasks help students with self-management skills.

Pivotal Response Treatment (PRT) strategies should be included in the classroom. PRT

targets include motivation to engage in social communication, self-initiation, self-

management, and responding to multiple cues (National Autism Center, 2009). Visual

schedules, flexible seating, goal setting, and task boxes are all things that support PRT.
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References

Hume, K. (2009). Visual Schedules: How and why use them in the classroom?. Retrieved from

https://www.education.com/reference/article/visual-schedule-classroom-autism-ASD/

Larsen, R. (2017). ShoeBox Taks: Centering on Children Inc. Retrieved from

http://www.shoeboxtasks.com/

Mahar, M.T, Murphy K.S, Rowe, D.A, Golden, J., Shields, T. A., Raedeke, T. D. (2006). Effects of a

Classroom-Based Program on Physical Activity and On-Task. Medicine and Science in

Sports and Exercise 38 no12 D.

Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum

disorders. New York: Plenum Press.

National Autism Center. (2009). Evidence-Based Practices and Autism in School. Retrieved from

https://www.pbis.org/Common/Cms/files/Forum14_Presentations/D15_NAC_Ed_Man

al_FINAL.pdf