Effects of Environmental Reorganization in Classrooms for Children with Autism

Abstract

Although there is substantial information about the effects of specific environmental variables on individuals with developmental disabilities, there is almost no corresponding information about changes that may occur in the behavior of their teachers/caregivers. The purpose of this study was to document changes in both adults' and children's behavior when two classrooms for children with autism were reorganized. Intervention included the addition of play materials and equipment, changes in room arrangement, and changes in the scheduling of instruction and play periods, implemented in a multiple baseline design across classrooms. Adult smiling and affectionate words increased markedly in the free play area as a function of reorganization and were proportionally much greater than increases in other adult attention. Increases in children's use of play materials and compliance with adult instructions were associated with the intervention and could not be accounted for by systematic changes in adult prompts, concurrent attention, or use of time-out.

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