“This is the book I have wanted for MANY years. Each year thousands of educators are faced with having to set up new classrooms -- in general education, resource rooms, or self-contained settings. And each year these teachers create from scratch a plan to accomplish this task. What a waste of valuable time! Drs. Kabot and Reeve have now created the book that every educator needs. Using evidenced-based practices and what we know about students with ASD and other special needs, the authors explain, and show, how to set up classroom spaces. The book contains dozens of pictures of actual classrooms for individuals with ASD across ages, presentation of ASD (classic to high-functioning/Asperger Syndrome), and settings. Every educational professional should own this book.” – Brenda Smith Myles, Ph.D., a consultant with the Ziggurat Group, is the recipient of the 2004 Autism Society of America’s Outstanding Professional Award and the 2006 Princeton Fellowship Award. She has written numerous articles and books on Asperger Syndrome and autism, including Autism and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns and Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon). The latter is the winner of the Autism Society of America’s 2002 Outstanding Literary Work.

“Setting up the classroom environment for student success is something that many teachers know in theory, but struggle to put into practice. In Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders, Susan Kabot and Christine Reeve have not only answered questions related to why environmental supports are needed, they have also provided a step-by-step guide describing how to accomplish this task. This book is a ‘must-have’ for anyone setting up an environment for students with autism spectrum disorders.” – Elisa Gagnon, ASD consultant, Blue Valley Schools, Overland Park, Kansas; author of Power Cards and co-author of This Is Asperger Syndrome

“This book is guaranteed to be a wonderful support to all teachers! Aft er having Susan Kabot and Christine Reeve come into my classroom and set up the physical structure, I have seen dramatic changes in my students’ learning. This is a must-read for all teachers who have students with ASD.” – Allison Long, special education teacher, Gallatin, Tennessee

“As a special educator with 34 years in the field, this is the best and most practical guide for teachers and administrators I have ever read. The book provides all the critical information needed to set up a general education or special education classroom to support students who have autism, including selecting furniture and materials, and developing student and staff schedules. Each recommendation is research-based and addresses specific student needs. This resource should be found in every teacher/administrator library. I cannot wait to share this book with my daughter who is a kindergarten teacher.” – Charlotte Kerr, director of student services, Homewood City Schools, Homewood, Alabama

“In Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders, Drs. Kabot and Reeve provide an easy-to-follow blueprint for arranging a classroom for students with ASD. Their illustrations and scenarios allow teachers to see the practices being carried out in real classrooms. This book is a must for teachers working with students in any type of classroom.” – Leslie Goins, Ed.S., special education teacher, Heiskell, Tennessee

Foreword........................................................................................................................................... 1
Introduction: The Influence of the Physical Environment on Student Behavior......................... 5
The Impact of the Characteristics of Autism and the Physical Environment........... 7
Goals of Organizing the Physical Environment............................................................... 9
What You Will Find in This Book.................................................................................... 10
Chapter 1: The Elements of a Typical Classroom.................................................................... 11
One-to-One Instruction Area.................................................................................. 11
Small-Group Instruction Area................................................................................. 13
Independent Work Area......................................................................................... 19
Full-Group Table Activities...................................................................................... 23
Full-Group Open Area............................................................................................. 25
Transition Area ........................................................................................................ 26
Cool-Down or Sensory Area.................................................................................... 30
Computer and Media Area..................................................................................... 32
Administration/Teacher Area.................................................................................. 33
Summary................................................................................................................. 34
Chapter 2: Designing Areas of the Classroom......................................................................... 35
Examples of Floor Plans With Corresponding Schedules....................................... 39
Summary................................................................................................................. 46
Chapter 3: Organizing Classroom Materials............................................................................ 47
Classroom Supply Lists............................................................................................ 48
Considerations When Choosing Materials............................................................. 55
Considerations When Organizing Materials........................................................... 55
Summary................................................................................................................. 58
Chapter 4: Using Visual Cues to Organize Classrooms for Effective Learning.......................... 59
Visual Cues for Students......................................................................................... 60
Visuals to Indicate Where to Sit................................................................. 60
Visuals to Indicate Where to Stand............................................................ 62
Visuals to Indicate Where to Line Up......................................................... 63
Visuals to Indicate Where to Go Next........................................................ 64
Visuals to Indicate What to Attend To........................................................ 65
Labeling Shelves and Cabinets................................................................................ 67
Visuals to Mark Available Versus Off-Limits Activities............................................ 70
Summary................................................................................................................. 72
Chapter 5: Frequently Asked Questions................................................................................... 73
Appendix.......................................................................................................................................... 81
Instructional Resources – Books............................................................................ 82
Resources for Arranging the Physical Environment............................................... 83
Resources for Visual Supports............................................................................... 84