Calm Corners as a Strategy in Therapeutic Education for Students with Autism and SLI/ID
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This study examined the effects of a Calm Corner intervention on self-regulation, engagement, and communication in a Special Day Class (SDC) of 15 students (11 kindergarten, 4 first-grade) with primary Autism and secondary Speech-Language Impairment (SLI) or Intellectual Disability (ID). One student had formal 1:1 support documented in the Individualized Education Program (IEP), while four additional students required practical 1:1-level support due to challenging behaviors, including head banging and kicking. Observations occurred up to twice per week from August to December 2025, totaling approximately 30 sessions. Measures included frequency and duration of Calm Corner use, student-initiated communication, verbal responses, gestures, AAC use, and engagement during circle time.
During the first 2–3 months, participation and communication were lower, particularly among students requiring intensive support. With consistent routines, visual supports, and adult guidance, engagement, self-regulation, and communication improved over time. By November–December, 12–14 students consistently participated in circle time, with 8–10 initiating communication. Findings suggest that Calm Corners, when paired with individualized and flexible support, is effective for promoting self-regulation, engagement, and communication in students with Autism and additional needs in SDC settings.
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