Issue One - Experiences distress when elements of his environment change
What does the research say about this issue?It is well documented children with autism often have anxiety issues about routines and sameness (Gillott, Furniss, & Walter, 2001; Heward, 2013). At home or in the classroom, they may insist on having everything in the same place and even minor environmental changes can trigger confusion and distress (Gillott, Furniss, & Walter, 2001). Interestingly, even the fear of possible change can also be a source of anxiety. Children with autism often resist change because of a difficulty in understanding what is happening in the setting and a feeling of uncertainty. Research has identified stereotypical and repetitive behaviours often increase when a child with autism is distressed or anxious which also suggests the child is using these behaviours as a defense against feelings of fear and anxiety (Gillot, Furniss, & Walter, 2001).
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How does this issue affect Christopher?
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Suggested strategy to this assist issue - Structured classroom plan
Bauminger and Kasari (2000) suggest that providing a structured, predictable classroom environment where the student knows where things belong and what is expected of them is key to managing anxious behaviour in children with autism. With this in mind, a highly structured, ordered, and consistent physical classroom environment was developed. Doing so will encourage Christopher to relax and feel secure because he will understand where he needs to be and this will be the same every time. The classroom layout has visual boundaries that define each area and will assist Christopher to understand the rules, routines, schedules and activities (Carnahan, Williamson,& Christman, 2011).
The following elements have been considered for Christopher in the layout -
The following elements have been considered for Christopher in the layout -
- Individual work areas, free time area, and a time-out area.
- Designated desk for Christopher in a low traffic area and away from visual distractions such as doors and windows.
- Visual daily schedule in same place.
- A personal shelf for Christopher which has a tray for completed work and another for work that needs to be completed.
- Baseball cap and comfortable head phones on Christopher's shelf for him to use when necessary if classroom noise is too loud.
- Areas of the classroom, resources and classroom equipment is labeled with the same pictures that are used in Christopher's visual daily schedule.
- Non-fluorescent or lower level lighting.
Ideal Structured Classroom Plan
Source: University of Southern Queensland SPE3002 Course Materials