Environments That Support Appropriate Behavior

Many children who are having difficulty with interactive ability, socialization or using appropriate behavior many are doing so because the environment they are in is affecting their ability to be comfortable. This can go farther then being shy or intimidated in a new environment. Children’s sensory needs will affect their behavioral response in different environments. The way an environment is constructed and the sensory input it gives to a child will effect the ability to make eye contact, the amount of time a child can focus and attend, how well a child can interact with others, how well a child can cope with different social aspects. An overwhelming environment can be the cause of many undesirable behaviors from not following directions to full blown tantrums.

The environment needs to be designed around the needs of the student. All sensory needs need to be taken into consideration when designing the environment. More often than not the environment is designed around the needs of the educator not the child. Maslow’s hierarchy of needs put physical needs as the base of all-mental development and it is looked at last in the design of good learning environments.

The following are some strategies and techniques that we have used to help a child be successful in an environment. Many of the strategies are focused on changing the environment. We suggest this as a starting point for building the child’s coping ability. When individuals are developing healthy coping abilities it helps to do so with out a stressful stimulus. It is easier to learn how to advocate for yourself in a natural environment then in one that is hostel. Once a strategy for coping is internalized a person can use it efficiently and weather a conflict.

Accommodations need to be in place for extreme situations. There are instances where a child needs to have extra set up to help facilitate them. For example a child that is a flight risk may need to be in a room where the doors are locked. These accommodations should always be made by changing the structure of the room and never in restraining the child. A safe space should be constructed as used when a child needs a break, is having a tantrum or as a positive reinforcement for a great effort. It should not be used or discussed as a time out space.

A small clean environment with as little visual distraction in the room as possible is the best place to start. As interesting as decorations are in a classroom they can distract student with attention challenges. Visual stimulus reduces the interpersonal interaction, which is the basis of true learning.

Minimize auditory distractions in the room. Majority of learning in a classroom is language based. Auditory distractions decrease the child’s ability to process verbal information and then respond to it. Just like visual stimuli, auditory stimuli can also be more interesting and affect their ability to attend. Auditory stimulation can also include the buzz from florescent lights or the hum of a room humidifier not just music.

Remove items used as negative attention getting tools. Items that are used often by a child as negative attention getting tools should be removed or put out of reach. This will eliminate the situation where the child can use the item for a power struggle. This also can set up a scenario where the child is controlling whether he/she gets the item by choosing positive behavior.

Materials should be stored up high on shelves. This set up encourages interaction when a child will need a material; he or she will need to seek the assistance of an adult or a friend.

All materials in the environment should be appropriate for the students. It is our responsibility to make sure the materials the children have access to be safe for them to handle. This holds true to those things that are too fragile for a child at a certain age. We see children reprimanded over and over by adults because they are getting their hands on things that are not appropriate for them.
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