What strategy will likely benefit a student diagnosed with autism in the classroom?

Creating predictable routines in the classroom is a beneficial strategy for a student diagnosed with autism. Individuals with autism often thrive on consistency and structure, as it helps them to feel secure and understand what is expected of them throughout the school day. Predictable routines provide a clear framework that can reduce anxiety and enhance focus, making it easier for the student to engage with learning activities.

When routines are predictable, students are more likely to anticipate what comes next, which can help them manage transitions and prepare for upcoming tasks. This structured environment allows the student to feel more in control and confident in navigating their day-to-day educational experiences.

On the other hand, strategies such as creating unpredictable routines or encouraging spontaneous activities may increase stress and confusion for these students, as they may struggle to adjust to sudden changes or unclear expectations. Varied seating arrangements, while beneficial in some contexts, may not provide the consistent physical environment that can support a student with autism in feeling calm and focused. Thus, establishing a predictable routine is the most advantageous approach in this scenario.