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
