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