Social Emotional Learning Worksheets
09/20/2024
20 + 5 Classroom Modifications for Students with Autism
To help students with Autism Spectrum Disorder (ASD) reach their full potential at school, you may need to implement adaptations in the classroom environment.
While some resources list classroom modifications for students with ASD, they often stop short of providing the “why” behind the suggestions. This article offers evidence-based data-driven strategies backed by research to create an inclusive learning environment for these students.
Here, we’ve highlighted 20 classroom modifications for students with autism (plus an extra five!), all supported by research that demonstrates their effectiveness, to help you create a classroom where students with autism have the same learning opportunities as their neurotypical peers.
1. Visual Schedules
Visual schedules, with pictures or symbols representing upcoming activities, can benefit students with autism by reducing anxiety and promoting predictability, making transitions between tasks smoother.
One 2018 study in the Journal of Research in Special Education Needs evaluated the use of visual schedules and work systems in supporting the on-task behavior of four students on the autism spectrum in mainstream classrooms. The study concluded that all students demonstrated “improvements in on-task behaviors”, and some showed reduced off-task behaviors and increased productivity.
2. Structured Learning Environment
Structured learning with clear routines and consistent expectations provides students with autism a predictable environment, reducing anxiety and allowing them to focus on learning.
A review of the literature on practical teaching strategies for students with autism spectrum disorder highlighted a 2013 study that found structured learning environments effective for improving the academic development of students with autism. Over a 2-year period, 89 students were studied, 45 of those autistic. The provision of structure was the strongest factor affecting academic attainment for students with ASD, highlighting the importance of well-structured classroom environments in decreasing anxiety, confusion, and disruptive behaviors, and in turn improving academic performance.
See what Ori Learning can do for your school or district.
3. Noise-Cancelling Headphones
Noise-canceling headphones are other possible classroom modifications for students with autism. They can block out distracting sounds that overwhelm students with autism, creating a calmer learning environment and allowing them to focus better.
A 2016 study in the Hong Kong Journal of Occupational Therapy evaluated the effectiveness of standard earmuffs and noise-canceling headphones in helping children with autism cope with problem behaviors related to auditory stimuli and hyperactivity. The study confirmed the usefulness of earmuffs for children with ASD-AH, even for a short period of wearing time, in helping children deal with unpleasant sensory auditory stimuli that could result in a distracted
4. Positive Reinforcement
Praising a student with autism for completing a task or using clear communication can be positive reinforcement. This motivates them to repeat the desired behavior, leading to improved performance and a sense of accomplishment.
Positive reinforcement has been proven as an effective way to help children on the autism spectrum improve their social skills, and is regarded as the “most effective behavior management strategy” for dealing with challenging behaviors. In a classroom environment, this helps prevent disruptions that affect the student’s learning.
5. Clear Communication
Communicating clearly using short, direct sentences, avoiding sarcasm, and providing visual aids is a classroom accommodation that reduces confusion for students with autism, allowing them to understand instructions and expectations more easily, leading to less frustration and increased success. These can be particularly helpful for helping students grasp important concepts such as critical safety skills.
Direct Instruction (DI) focuses on clearly explained teaching tasks and small learning increments, so can be classed as an example of “clear communication”. A 2014 study in Focus on Autism and Other Developmental Disabilities evaluated 18 students with ASD who received DI teaching. These students achieved “significantly higher” immediate post-intervention language scores on their curriculum post-tests compared to their pre-intervention scores up to 6-8 months following the teaching. These children also exhibited “significantly higher” language skills compared to their peers who didn’t receive DI teaching.
6. Social Skills Instruction
Social skills instruction teaches students with autism how to greet classmates, take turns in conversation, and identify emotions in others. This gives them the tools to better manage social interactions at school, reducing anxiety and building relationships that can enhance their overall learning.
Social skills training has been proven to improve the social skills of children with autism at school, helping to strengthen their social competence and improve their behavior due to being able to better communicate their wants, needs, and emotions.
7. Choice and Autonomy
Offering choices like selecting a writing prompt or practical classroom activity engages students with autism and reduces disruptive behavior. This sense of control helps establish a more positive learning environment and motivates the students to participate actively.
A review conducted by Queen’s University Belfast on the effect of choice on motivation for young children on the autism spectrum supports this idea. The review highlighted early evidence that children with developmental disabilities (including autism) engaged in more on-task behavior and were less disruptive and socially avoidant when they were given the opportunity to make choices about their tasks or activities, compared to if the teacher selected the activity.
8. Flexible Seating
Flexible seating options like bounce balls, bean bags, or standing desks are classroom modifications for students with autism that allow them to move when needed. This helps them manage their sensory needs, improve their focus, and learn in a way that’s comfortable for them.
A 2023 study evaluating the use of flexible seating to create inclusive classrooms reported that flexible seating was beneficial to students’ concentration, productivity, comfort, and ability to move when learning. Pupils (57 of whom were neurodivergent 26 of these autistic) demonstrated a higher motivation for learning, improved engagement, and improved peer-to-peer collaboration when flexible seating was offered.
9. Assistive Technology
Assistive technology is a common IEP accommodation and has been proven to help students with autism to access information independently, communicate more effectively with their peers and teachers, and participate in classroom activities with more confidence.
A systematic review conducted by Grand Valley State University evaluated a selection of studies that examined the use of assistive technology in improving learning amongst students with autism. In most studies, computer-based technology was used in a classroom setting, as well as video modeling. The main takeaway from these studies was the observation of a positive improvement after repetitive use of assistive technology, offering a sense of success and independence for children with ASD.
Looking for an easy way to establish a supportive learning environment for students with autism? Explore Ori Learning’s Transition Curriculum, which supports special needs students with translation to more than 130 languages, text-to-speech capabilities, text size adjustments, and speech-to-text functionalities.
10. Social-Emotional Learning (SEL)
Social-emotional learning (SEL) programs can teach students with autism strategies to identify and manage their emotions, improving their ability to focus on classroom activities and build relationships with their peers.
The benefits of SEL for students with autism are backed by extensive evidence. Research conducted in 2021 by Hamline University concluded that SEL instruction is beneficial for high school students with emotional or behavioral disorders receiving special education services, and a 2023 study in Annals of Human and Social Sciences highlighted SEL teaching as a “best practice” for creating an inclusive learning environment.
11. Peer Support Programs
Peer support programs are classroom modifications for students with autism that involve pairing autistic students with supportive neurotypical classmates who act as mentors. This encourages friendship and provides opportunities for students to learn social skills through natural interactions.
A 2017 study published in PLOS One evaluated the effects of a specialized peer mentoring program for university students with ASD. The study reported that peer mentoring could improve the well-being of students with ASD, help them manage their emotions, and improve their understanding of coursework, based on self-reported results from the student questionnaires.
12. Chunking Information
Chunking information, or breaking down complex tasks or concepts into smaller, manageable steps, helps students with autism process information more easily. This reduces overwhelm and allows students to learn and master new skills step-by-step.
A 2014 analysis of previewing as a strategy for students with autism highlighted an effective case study in which the teacher helped an autistic student understand the breakdown of skills required in a physical education class, then broke the lesson down into manageable chunks. With routine sessions, the student was able to better trust his teacher, was more relaxed and prepared for activities, and had fewer “breakdowns” in class than before.
13. Graphic Organizers
Graphic organizers, like charts or mind maps, visually represent information and relationships between concepts. This helps students with autism process and remember information more effectively, improving their understanding and learning.
Existing evidence suggests that graphic organizers can support learning in students with autism. A 2013 study in Education and Training in Autism and Developmental Disabilities examined the effects of graphic organizers on the accuracy of wh-questions answered by students on the autistic spectrum after reading a short passage. The study results indicated students responded to wh-questions more accurately after intervention with graphic organizers.
14. Timers and Countdowns
Timers and countdowns are classroom modifications for students with autism that provide students with a visual cue for transitions between activities. This reduces anxiety about time expectations and allows them to mentally prepare for the next task, facilitating easier transitions and better focus during learning.
Innovative Technologies to Benefit Children on the Autism Spectrum examined the use of handheld applications to improve the transitions of students with autism. The book highlighted a case study in which teachers used countdown timers while teaching students with ASD. Teachers noted that the timers helped students to prepare for what could be difficult transitions and eased their anxieties, encouraged them to be more compliant rather than melting down, and offered the reassurance of a helpful visual—students understood that they had to stop working when the timer read zero.
15. Weighted Tools (Vets, Blankets, Etc.)
Weighted vests, blankets, or lap pads provide deep pressure for students with autism, creating a calming effect that’s thought to reduce anxiety and improve focus, allowing them to participate and learn more effectively.
A 2010 study by the University of Alberta looked specifically at how the use of weighted vests could affect classroom behavior for 10 children with autism and cognitive impairments. At the end of the study, all classroom aides reported that weighted vests effectively improved classroom behaviors in the participating students at least some of the time. All teachers and aides also reported that they wanted to continue to use weighted vests even after the study had ended.
16. Motion Based Activities
Incorporating movement into classroom activities, such as acting out historical events or using movement cues while learning math, can make lessons more engaging and help students on the autism spectrum release energy, improving their focus and retention.
A 9-month observational study, Designing Motion-Based Activities to Engage Students with Autism in Classroom Settings, observed that motion-based activities (including collaborative games and storytelling and Kinect-based games) in a classroom setting had a positive impact on engagement, social behavior, and motor skills among students with autism.
17. Sensory Integration Activities
Sensory integration activities like yoga poses, balance exercises, or squeezing a stress ball are classroom modifications for students with autism that can help students regulate their sensory needs, reducing their anxiety and promoting focus. This allows them to participate in learning activities feeling calmer and more ready to absorb information.
Yoga has been especially proven to have behavioral benefits for children with autism, as demonstrated in this 2022 study in the Industrial Psychiatry Journal, which monitored the effects of a 12-week yoga intervention program for 43 children with ASD from four special schools. The results of the study showed that the children’s autism severity (measured by symptoms including communication, sociability, sensory or cognitive awareness, and behavior) significantly reduced following the yoga program as reported by the parents of the yoga group.
18. Fidget Toys
Fidget spinners or squishy toys allow students with autism to keep their hands occupied in a non-distracting way. There’s some evidence to suggest that this helps them manage their sensory needs and release nervous energy in a way that won’t distract their classmates, improving their focus and allowing them to concentrate better on learning tasks.
A 2020 study, Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities, examined the use of small sensory fidget toys during group activities to encourage attendance and engagement by children with autism spectrum. The study noted that using the fidget toys resulted in a reduction of movements, in turn reducing disruption to the rest of the group.
It’s important to note that study outcomes have been mixed, and other studies on the use of fidget toys for students with autism have found them to have a negative effect on engagement and learning. So, this method may work in your classroom, or it may not, depending on the child and activity in question.
19. Homework Modifications
Homework modifications like offering reduced workload, integrating technology into homework tasks, or providing alternative assignments can prevent students with autism from feeling overwhelmed and encourage them to engage in their preferred learning style. This allows them to focus on mastering key concepts in class while reducing stress and promoting a positive learning experience. Beyond homework, you may also choose to offer alternative assessments to your students with autism.
Using technology to aid homework tasks has been proven effective in a 2016 study in Exceptionality. The test examined the effectiveness of coaching parents to implement a technology-mediated approach (for example, using an iPad) to increase five autistic students’ homework-related self-management skills. The results showed that using iPad applications helped the students “significantly increase” their math homework self-management skills.
20. Preferential Grouping
Preferential grouping is a classroom accommodation that involves seating students with autism near patient classmates who can offer support. The idea behind this is to allow ASD students to learn social skills through positive interactions with peers and potentially achieve better academic outcomes.
A 2016 study published in Remedial and Special Education examined the impact of peer support arrangements for four high school students on the autism spectrum. As a result of the interventions, all four students had increased social interactions with peers, and three students’ academic engagement either maintained or increased.
21. Social Narratives
Social narratives are made to illustrate certain situations and problems, and how people deal with them, in a clear, step-by-step way. They’re said to help students with autism by preparing them for what to expect, allowing them to participate in activities more calmly and focus on following directions.
A 2004 research article, A Research Synthesis of Social Story Interventions for Children With Autism Spectrum Disorders, highlighted numerous studies that examined the effects of using social stories for children on the autism spectrum. The studies observed that the use of social stories improved students’ social behavior, reduced the occurrence of disruptive and tantrum behaviors, and increased their social communication skills —all of which can benefit the learning of students with autism and their peers.
22. Sensory Areas
A designated quiet space with soft lighting and beanbag chairs can serve as a sensory haven for students with autism. This allows them to self-regulate during overwhelming moments, returning to class feeling calmer and better able to concentrate on learning.
A 2023 study in the Journal of Accessibility and Design for All confirmed the effectiveness of quiet sensory spaces for calming students on the autism spectrum. The study evaluated the use of visual sensory-based quiet rooms for eight students with ASD, concluding that most students showed responses related to the quiet room’s visual comfort and were more likely to experience a decrease in maladaptive behavior and emotion.
23. Movement Breaks
Movement breaks are classroom modifications for students with autism that have been found to help students self-regulate. Self-regulation is important in a classroom setting because it helps students manage their overwhelming emotions and sensory experiences, allowing them to better focus on learning and participate in classroom activities more calmly and effectively.
A 2023 study of autistic students in mainstream elementary schools, published in the British Journal of Special Education, noted that whole-class movement breaks were the self-regulation tool most used by teachers. Some teachers reported that movement breaks had a beneficial effect on self-regulation, with one expanding to say: “Breathing sometimes works but movement certainly does.” Another said that “movement breaks helped to keep the children calm and regulated”. This suggests that movement-based breaks are more beneficial than other self-regulation strategies used in classrooms.
24. Rewards-Based Teaching
Studies have also found that rewards-based teaching works particularly well for motivating children with autism to learn. Earning small “prizes” for completing work can encourage them to repeat positive behaviors and improve their focus and engagement in learning activities.
This is evidenced by a 2010 study, “Improving Motivation for Academics in Children with Autism”. In the study, one child, who had a fascination with maps, was asked to write “I want to draw a map” or “chalk” to be able to earn the chalk to draw maps of the city. Another used Cheerios to solve math problems, with the promise that they could eat the Cheerios they added once they’d finished. The study results showed that the children worked faster, and were more interested and less disruptive, when rewards-based motivational components were incorporated into their academic tasks.
25. Using Restricted Interests as Motivators
Finally, another classroom accommodation that has proven effective in motivating autistic students to learn is incorporating students’ restricted interests into lessons. As an example, if a student with autism loves dinosaurs, incorporating dinosaurs into a math lesson (e.g., counting dinosaur eggs) can make it more engaging, motivating them to participate and learn math concepts more effectively.
While they have seemingly negative attributes, a 2008 case study in TEACHING Exceptional Children Plus proved that restricted interests shouldn’t viewed as deficits. The study focused on several students with autism, including a second-grade student with a restricted interest in Thomas the Train™. The student’s teacher incorporated the child’s interest into the curriculum, such as adding images of Thomas the Train™ to math flashcards and incorporating the toy into science experiments, and found that doing so increased her academic engagement time and resulted in “marked improvements” in math, science, and reading.
Implementing Classroom Accommodations for Students with Autism: Next Steps
Creating a successful learning environment for all students should include those with Autism Spectrum Disorder (ASD).
The 25 research-backed classroom modifications for students with autism highlighted in this article demonstrate the power of small modifications to support the behaviors, emotions, and learning of students with ASD.
A little creativity and a willingness to adapt can make a big difference in the academic journey of a student with ASD. By implementing these evidence-based practices, you can foster a classroom where all students feel valued, engaged, and excited to learn.
More On Classroom Accommodations for Students with Autism
There are dozens of evidence-based classroom modifications for autistic students that aim to make the classroom environment less overwhelming and establish a supportive and inclusive environment. Just a few examples of these include sensory breaks, visual supports, assistive technology, flexible seating, and peer support programs.
To modify your curriculum for students with autism, you need to make it more accessible and engaging. This means breaking down tasks into smaller steps, using visuals, and offering choices. It’s also important to consider sensory needs and provide opportunities for self-regulation.
To adapt a classroom for a student with autism, create a structured environment with clear routines and visual schedules. Offer sensory tools like fidgets or noise-cancelling headphones. Break down tasks and instructions into smaller steps, and provide opportunities for movement breaks.
You can modify a lesson plan for autism by using these three key strategies. First, “chunking” information breaks complex topics into bite-sized steps with clear instructions, reducing overwhelm. Second, incorporate visual cues and aids like pictures, symbols, or graphic organizers to strengthen your students’ understanding by offering a different pathway to grasp key concepts. Offering choices has also proven to be effective in a lesson plan for autism because it allows students to choose their response method, which increases their motivation to learn.
Get in-depth analyses and free resources monthly
Dr. Miriam Gayle (Director of Customer Success)
Dr. Miriam Gayle, a native Floridian born and raised in Broward County, holds four degrees from Nova Southeastern University, including a doctorate in Organizational Leadership with a minor in Human Resources, completed in 2017. With over 20 years of experience in education, she began her career teaching 3rd graders at a charter school and eventually became a district leader for the sixth largest school district in the United States, overseeing curriculum implementation, classroom instruction, and management for 33 high schools, and serving as a Union Steward for three years. Currently, Dr. Gayle leads the Ori Learning Customer Success team. Over the past four years, she has worked in edtech organizations, leading successful customer success teams and building processes to improve and streamline internal operations, enhancing workplace effectiveness and customer outcomes. A recognized subject matter expert in Diversity, Equity, and Inclusion, she also teaches courses for undergraduate and graduate students aspiring to become educators at a university in Utah. linkedin: https://www.linkedin.com/in/drgayle14/
More from Ori
