Consider the Environment
- Structuring the environment is helpful so that the student knows the parameters of the space.
- Too much open space gives a student with autism an unclear idea of where he/she is supposed to be in the room. In an open area (like a gym or lunch room), it can beneficial to provide a clearly marked place to sit or stand. Have his/her desk and chair be predictable in all environments. Even floor space can be clearly indicated (a carpet square, an X on the floor).
- Consider the sights/sounds/smells/temperature of the room or setting. Sensory information such as these can be difficult to process and can become overwhelming. If your student seems upset or overwhelmed, think about what they might be experiencing in that setting that could be the cause, and make adjustments accordingly.
- Consider the student’s work space; too much stuff/clutter on the desk top can be a distraction and cause the student to feel disorganized. Keep work space reserved for what the child is working on.
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