VIDBE-Q 2025 Volume 70 Issue 2
time delay, modeling, functional behavior assessments, structured playgroups,
visual supports, and naturalistic intervention. Many of these EBPs, while
developed for ASD, could potentially be used with students who have hearing loss
and vision loss, although there is limited research on their effectiveness. Some of
the EBPs for ASD may need modifications to meet the needs of students with
sensory impairments, and some modifications may overlap with those used for
students with ASD. Some EBPs that have been found effective with many students
with varying disabilities have been adapting the physical environment to decrease
distractions and including physical structures, visual schedules, and visual
structures.
The physical structure is the environment the child is in and how it is set up.
A child needs to be able to trust their environment, and a structured physical
environment helps children recognize familiar places and understand that different
places or classroom spaces have unique purposes (Hume, 2011). When the
classroom environment has clearly defined areas, these visual cues can increase
meaning and understanding for children (TEACCH Autism Program, n.d.). With
clear physical structure and boundaries, a student can understand tasks and
expectations with little language. This may include a reading area, snack area, play
area, and more. These areas may have physical boundaries with tape, tables, and
curtains. The more the physical environment changes, the less predictable the
