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December 29, 2004
Structure in the Classroom
20 Ways to Provide Structure for Children with Learning and Behavior Problems
(adapted from the article in the Intervention in School and Clinic, January 2005, Volume 40, Number 3 (pp. 182-187) Terri Cooper Swanson
ENVIRONMENT
1. Minimize visual and auditory distractions
Keep decorations to a minimum to help students concentrate on the task at hand. Be aware of background noises that may be distracting to the student.
2. Establish clear physical and visual boundaries
Clear expectations and routines are helpful. If an area is used for more than one activity, change the way the area or table looks (e.g., cover the table with a table cloth for snack and uncover it for math).
3. Organize space
When possible, allow students to have a say in how their belongings are organized. Icons of supplies can be displayed on the outside of a cabinet to help the child know where the supplies are supposed to go. Keep clutter to a minimum.
SCHEDULES
Design schedules so they can be manipulated so the student knows what has been completed and what still needs to be done. Students often like to cross items off their list as they complete the tasks.
4. Monthly calendars
Allow the child to know what events are coming up and help to reduce anxiety.
5. People locators
Useful when teachers or classmates will be away or when a student has difficulty understanding changes in his or her schedule (e.g., a long weekend, substitute teacher, etc.).
6. Daily schedule
Tells students where they are going throughout their day (math, music, reading, lunch, etc.).
7. Activity schedule
Lets students know exactly what is expected of them during a specific activity, how long they will be there, and how many activities they are to complete before they are done.
STARTING and FINISHING
8. Transitioning cues
Some students find visual transition cues to be more useful than verbal cues. As students transition to different activities, it is easy to get distracted. The student can be given a card listing the upcoming activity, and they can carry it with them to the next activity to remind them of what they are to be doing.
9. Finished
Students have difficulty knowing when they are finished with a task. The following tools may be helpful:
A clock
A kitchen timer – count down with a buzzer
A time timer (similar to a kitchen timer – shows a decrease of red until the time runs out)
Poker chips (student has 10 chips in a cup, activity is for 10 minutes, take a chip every minute until they are gone, when the chips are gone the activity is over)
Definite ending to activity (putting together a puzzle, sorting items by color, using finished boxes/shelves)
Activity schedule
10. To-do and finished boxes/shelves/folders
Designate a specific place for activities that need to be completed, as well as activities that have been finished. Through routine, the student will learn that all activities that need completing are on a certain shelf (to-do) and need to be put away on another shelf when complete (finished). All completed assignments can either go into the finished folder or a finished box placed near the student’s desk.
ACTIVITIES
11. Visual organization
This works best with activities that are conducted at a table;. For example, if there is a puzzle, you can outline the pieces of the puzzle on a piece of paper or glue some of the pieces down.
12. Containers
This is useful for students who have trouble getting a project set up and getting started, but are able to work independently once it’s set up. The container keeps everything organized in one place. For example, all items needed for a science project can be in one kit. This makes it easier for the student to get items and put them away when they’re done.
13. Color-coding
I love using color-coded systems for my own work, so I can see why students find this method useful. Each student in the classroom can have the same colored folder for the same subjects. For example, when it is math time, everyone pulls out their blue math folder. When math is over, they return their finished assignment in the teacher’s blue math bin.
14. Visual instructions
A sheet of written or visual instructions can be given to the student so that as you are giving the verbal instructions, the student can follow along.
15. Videotaping
If a student is going to a play, you can videotape a dress rehearsal so they see what is going to happen and can observe how people in the audience behave. This may prevent a student from having a meltdown.
16. Checklists/organizers
Break tasks into small steps, and use simple lists to let the student know what steps to follow. A checklist of materials needed, or items that need to be brought from home, can be useful.
RULES and CHANGES in ROUTINE
17. Following rules
Write out the rules in a positive way to emphasize what students can do instead of what they cannot do.
18. Scripting
Social interactions can cause many problems. Students may have difficulties getting their words out or even knowing what to say spontaneously. Scripting can help.
19. Adjusting to new routines
Long weekends, going to the doctor, and the beginning of summer vacation or school can be difficult changes. You can use photo albums with a story to let the student know what is going to be happening. For example, for spring vacation, you can begin to review the photo album in a couple of weeks ahead of time, showing the student what he or she can do during spring break, and when it will occur. This can help the student adjust to changes in routine.
PROVIDING CHOICES
20. Providing choice
In math, for example, give the student the choice of three different math sheets. In writing, give the student a choice of how he will write the given assignment: using a pen or pencil, a scribe, or a computer.
Posted by Kristie at December 29, 2004 09:59 AM