A-LIST Spotlight-- Taylor Ruef, Stevenson Elementary

Since the Miami Valley Autism Coaching Team originated we have coached over 1000 educational teams! During this time, there have been many team members that we have met who impressed us with their ability to implement evidence-based practices with fidelity. Each year we recognize these educators by inducting them into our Autism-Low Incidence Support Team or A-LIST. One of our new inductees this year is Taylor Ruef from Stevenson Elementary in Mad River Local Schools. This month's A-LIST spotlight will shine on all of the fantastic evidence-based practices and supports Taylor uses with her students each day. 

Taylor does an excellent job of utilizing her classroom space and dividing the space into clearly defined areas so students understand what is expected at each area. Two examples of this are her free time area and her structured work station.

In addition to providing clear boundaries, Taylor has a variety of supports in place to meet her students' sensory needs. Taylor's limited classroom space makes setting up a designated calming corner a challenge. However, she has effectively provided a space for students who need a break from the rich sensory environment of the classroom through using a pop up tent when needed. 

Taylor sets a nice classroom environment through use of lamps rather than overhead lighting which can often be overwhelming to students.

Covering shelving that is not accessed regularly is another way to cut down on visual clutter in the classroom.

Taylor also provides students with sensory choices during sensory breaks to help them advocate for what supports they want to use.

Taylor also has a great examples of classroom organization which helps cut down on clutter and makes transitions flow more smoothly. Here is another example of covered shelving to hide taskboxes when they are not in use. 

Another space-saving tip Taylor uses is not using individual student desks but providing portable canvas bags that can hold individualized materials (supply box, visual contract, sensory brushes, headphones, etc) and can transition with students throughout the classroom and school environment.

Taylor and her staff keep schedule visuals organized using a hanging hundreds chart pocket chart.

Lesson materials are stored in these removable bins which makes them easily accessible and allows staff to quickly take what they need to various locations throughout the classroom.

Choice boards are a great way to keep the free time area clean. Students remove their name from the bottom and place it next to the toys they choose.

Taylor also keeps her lesson planning organized. She plans thematic lessons and keeps materials stored in labeled boxes so they are easy to find when needed.

A support Taylor considers a "life-saver" is her All-Finished Choice bin. This bin is used when students complete work at staggered intervals to provide a rewarding activity between transitions that requires little clean up so it is quick and easy.

Transitions are often the most difficult time for students so Taylor stays prepared! She uses the visual countdown to prime students for when it is time to move on to the next activity. Having multiple countdowns makes it easy for all staff members to implement this support.These countdowns are on wooden paint stirrer sticks and velcro'd to the door so they are centrally located. 

For transitions out of the classroom, Taylor uses visual cues to help students line up. 

Taylor also uses Interactive Location-Based Picture Schedules to help students transition. Student schedules are posted in a designated location in the classroom and during each transition students check their schedule, take off the top picture card, and transition to match it to the corresponding location by placing it in the location pocket.

Visual supports are an evidence-based practice for students with autism and Taylor's room is full of this important tool. Taylor uses these visuals for a variety of purposes throughout the school day including turn taking sticks and a wait card for when it is not their turn, 

visual cues to support student communication, 

voice volume cues,

supports for choosing lunch options,

cues for math problem sequences,

and visual cues for classroom jobs.

Visual contracts are one way Taylor visually displays how much work is to be done and what students will earn for work completion. This is a great way to keep students motivated and engaged in learning.

Taylor also uses visuals to support her content instruction. Taylor's students benefit from picture-symbol extended content standards,

picture supported content vocabulary, 

and pictures to communicate what the lesson activities will be. 

Pictures are also a great way to make daily routines more interactive and comprehensible to students. Two great examples of this are Taylor's morning message and math corner areas. 

It is no wonder why Taylor is a valued member of our A-LIST team. We are happy to have her as an example for other educators and always look forward to seeing what new supports she has in place for her students.