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Environmental Changes For Higher Safety When Working With Students With ASD and Challenging Behaviours

The document summarizes environmental changes made at a school to increase safety for two students with autism and challenging behaviors. Several staff injuries prompted an investigation. Suggestions were implemented, including relocating and decluttering work areas for more space and fewer distractions, adding visual schedules and calming elements, and revising routines for one student. Changes aimed to isolate students, limit access to their spaces, and reduce stimuli that could trigger problem behaviors. Both students returned to school successfully with monitored behaviors after the changes.

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119 views

Environmental Changes For Higher Safety When Working With Students With ASD and Challenging Behaviours

The document summarizes environmental changes made at a school to increase safety for two students with autism and challenging behaviors. Several staff injuries prompted an investigation. Suggestions were implemented, including relocating and decluttering work areas for more space and fewer distractions, adding visual schedules and calming elements, and revising routines for one student. Changes aimed to isolate students, limit access to their spaces, and reduce stimuli that could trigger problem behaviors. Both students returned to school successfully with monitored behaviors after the changes.

Uploaded by

powell.gordon
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Environmental Changes

for Higher Safety


When Working with Students with
ASD and Challenging Behaviours

Steveston-London Secondary School


In collaboration with POPARD
Health and Safety Committee
and the Autism Inclusion Support Team (AIST)

2009-2010
Background History
•  October 2009, several injuries to EAs were reported
•  An investigation from Health & Safety was requested
•  Two students on the autism spectrum were involved
•  Two members of the Autism Inclusion Support Team were
invited to revise the Safety Plan and look into solutions for
greater safety in the workplace
•  Later in the process, a member of POPARD was invited for a
one-day consultation and observation of the workplace
•  Suggestions were made to the School Base Team
•  Suggestions were implemented in the school
•  Student A was back in school in December 2009
•  Student B was back in school in January 2010
•  Both students are now back in school and behaviours are
monitored and managed.
Environmental Changes for
Students with Autism

•  These two students with autism are non-verbal


•  And presenting challenging behaviours
–  hitting and grabbing staff and/or other students
Student A
Change #1

•  We relocated him facing the rest of the


larger room
–  he has a view of what is happening in the rest
of the room
–  he is separate from other working areas
–  he is isolated from other students
Student A
Change #2

•  We reduced the distractions by relocating


the Resource Teacher’s desk in another area
–  This created more physical space for him to
move around with ease and
–  There were fewer encumbrances in his way
Student A
Change #3
•  During his work time we limited access to the
room by other EAs and students
•  We put a sign on the door DO NOT ENTER
–  His working space had fewer distractions and
–  He was away from other students thus limiting risk of
injuries to others
–  This person doesn’t like the proximity of other people
in his personal space
Student A
Change #4
•  We took away distracters on the walls
•  Replaced them with:
–  visual schedule
–  mood pictures of the moment (happy, mad,
tired)
–  drawings
Student A
Change #5

•  We de-cluttered the room by taking out of


the room anything that was not relevant to
the student:
–  The space was then really clean, calming, and
learning centered for this student
Student A
Change #6

•  We dimmed the lights and replaced some of


the ceiling fluorescents with table lamps and
natural daylight
Student A
Change #7
•  We de-cluttered the windowsills and
replaced items with plants and flowers,
which was prettier and calmer
Student A
Change #8

•  We created clear pathways from one working area


to another
–  such that he would not be distracted by “things” on his
way to do another activity
–  Example: We created a clear walkway from the laundry
and dryer machines to the folding cloths table
Student B
Change #1
We limited
access to the
student’s
working area by
placing 2 dividers
along a natural
dividing wall
Student B
Change #2

•  We changed his activities


•  Relocated most of them in
his personal working area
•  Because of safety issues
(hitting and grabbing
others) this student has
limited social interactions
with other students
Snack Area - Student B
Change #3
•  The working area now
includes a snack area,
bathroom access from
his work area, a
workroom and a
wheelchair access room
and coat hanging area;
each area is clearly
defined with visuals and
pictures.
Good Path - Bad Path
•  As part of
the day
routine,
the EA
assigned
reads the
chart Good
Path -Bad
Path
Work Room - Student B
Change #4
In his work room:

•  we de-cluttered the
shelves and
•  got rid of irrelevant
material
•  kept only material
relevant to his learning
abilities
•  Basket 1
Work Room - Student B

•  kept only material


relevant to his learning
abilities

•  Basket 2
Work Room Student B

•  kept only material


relevant to his learning
abilities
•  Basket 3
Work Room Student B

•  kept only material


relevant to his
learning abilities
•  Basket 4
Work Room Student B

•  kept only material


relevant to his learning
abilities
Literacy Basket
Music Area - Student B

•  Music area is
outside his
workroom
Computer Desk in Work Room

•  Computer time is
after Basket #5
Revised Schedule 2010
a)  the shape of the day
b)  a reminder of Good Path – Bad path
c)  Basket 1: Literacy
d)  Basket 2: Numeracy
e)  Basket 3: Literacy
f)  Basket 4: New activity
g)  Bathroom
h)  Music
i)  Walk in wheel chair indoor
j)  Snack
k)  Walk outside or play indoor if rain
l)  Basket 5: Numeracy
m)  Computer
n)  Going home

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