Around Town Round Up: Tips for Managing Behaviors in a Technology-Rich Classroom

Many students with autism are highly motivated by access to technology. However, it can be difficult to manage behaviors when the student is asked to do an adult-directed task using technology or when it is time to stop using their device. With schools becoming increasingly more technology-focused, this poses a substantial problem in the classroom. Today's Around Town Round Up will provide tips for Managing Behaviors in a Technology-Rich Classroom.

Today’s students typically have significant experience with technology before they even begin school. In many cases, this experience has been very self-driven with students having free access to their favorite apps, videos, or websites. When the student enters school, the switch to adult-directed tasks is a new expectation which needs to be directly taught. Use these tips to help with managing behaviors in a technology-rich classroom:

• Explicitly communicate with the student what is expected of them. Use visuals to remind students of expectations. 

Technology Stoplight Visual Support 

Stop Sign Visual Boundary
Becky Schwab
Eastmont Elementary, Dayton

Wait Visual Boundary
Peggy Ristau
Brookville Intermediate, Brookville

• Teach clear routines for using technology within the classroom. Establish routines early and provide ample opportunities for practicing these routines. Routines should include how to access assignments as well as how to care for and organize technology materials. Use visual supports such as a task list or video model to provide prompting and encourage independence.

Log-In Task List Visual Support
Anne Rosenbaum
Orchard Park Elementary, Kettering

iPad Center with Tablet Table
Ruby Copley
JFK Elementary, Kettering

iPad Organization Station with Headphones

Headphone Organization
Laura Brown
Perrin Woods Elementary, Springfield

Headphone Organization
Bobbi Jo Chapman
Snyder Park Elementary, Springfield

• Ensure that the student has the skills necessary to access the assigned task using technology. Consider their executive functioning skills and ability to follow multi-step directions or navigate multiple websites. Use adaptive software or equipment to increase the student's ability to independently access needed technology. 

Online Switch Activities with Switch Assistive Technology

  

Clicker Word Processing Software
Karyn Smith
Tri-Village High School, Tri-Village

• Assign engaging tasks that will keep the student interested and on-task. Incorporate special interests or preferred technology tools frequently.

Square Panda Literacy System for iPad
Jamie Minnish
Prass Elementary, Kettering

• Ensure that the student can be monitored when using technology at all times through positioning, screen sharing, or use of monitoring systems such as GoGuardian. Click the image below to learn more about GoGuardian.

GoGuardian

• Develop a reinforcement plan so that the student knows when they will be able to engage in self-driven technology tasks. Clearly communicate what the consequence will be for not following technology expectations and be consistent.

Website Restrictions Visual
Bobbi Jo Chapman
Snyder Park Elementary, Springfield

iPad Token Reinforcement System
Jamie Minnish
Prass Elementary, Kettering