Classroom+Environment

Classroom Environment

In my current position, I evaluate and treat preschool children. I have a wide array of therapy materials to address the child's needs. Many children benefit from drill based activities and therefore I have many articulation pictures and language cards, including action, pronouns, and concept cards. I also like puzzles, games, and books that I can use to build vocabulary for both receptive and expressive language skills. The iPad has been a great therapy tool because it has many apps that work to encompass various methods of delivery. One thing I have done is pick a book of the week. I try to find a book that matches the current season or time of the year. This helps with planning, since one part of the lesson plan is completed for most children. There obviously will be a few kids that this book will not work well for, but most of the time I can use any book and implement the child's goals or simply use it as an end of session reinforcer. One book I like to use is "Dear Zoo" by Rod Campbell. I have used it for minimal verbal children to work on signs and single word "open" or vowel sound "O" to open the flaps. It also can work to practice animal vocabulary, colors, size, adjectives, where questions involving spatial concepts or location, prediction, negation, and social communication (Do you have a pet? Have you ever been to the zoo?).



For our students who are diagnosed with autism, it is very important to have structure and routine within the classroom environment. The teacher in my classroom has posted rules that are frequently reviewed. However, for some students, there is a need for more personalized strategies for compliance during activities. For one child, I created a ring of visual cues that the staff could use during group activities, such as circle time, to prompt him of the expectation to sit/ stand, etc. I made enough rings so that each staff member could have one, as well as one given to his parents to use at home. We paired the pictures with verbal prompts, but could easily fade to just a visual cue when possible. Another feature was the "I need a break" picture. If it was overstimulating to stay in the group, this child could find the card and request a break from the activity.



One focus of the LEAP classroom is to provide community outings to help those students with autism generalize his or her social, developmental and communication goals from the classroom to other various settings. I try to rearrange my schedule as possible to go on the outings with our students. It is such a wonderful way to practice skills in more natural settings. Although the structure of the classroom is extremely important, it also important to remember skills need to be evident beyond the classroom. Below is a photo taken during our class field trip to the Pittsburgh Zoo. What an enjoyable day for the children, families, and the LEAP staff.