Author ORCID Identifier
Date Available
11-20-2020
Year of Publication
2020
Degree Name
Master of Science in Education (MSEd)
Document Type
Master's Thesis
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
First Advisor
Dr. Melinda J. Ault
Second Advisor
Dr. Justin D. Lane
Abstract
Individuals with extensive support needs, including those who have autism spectrum disorder and are classified as level 3 in the area of social communication, are more likely than same-age peers to display delays in age-appropriate social communication and engagement in activities. To address these issues, special education teachers, in collaboration with related-service providers, should create social communication and engagement objectives. Once objectives are identified, teachers can plan for and implement environmental arrangement (EA) strategies to promote these behaviors in a natural context. EA strategies are a long-standing approach to creating a communication-rich environment and can be used alone or paired with systematic teaching strategies. In addition, embedding opportunities for social communication and engagement within and across activities can be challenging and, as such, requires careful planning. Teachers can use a communication matrix to create a plan for addressing these social communication objectives throughout the school day.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2020.432
Recommended Citation
Denton, Brandy M., "Incorporating Environmental Arrangement Strategies into Classroom Activities" (2020). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 95.
https://uknowledge.uky.edu/edsrc_etds/95
Included in
Early Childhood Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons
