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The only thing I can think of is to give a laminated birds eye view of the classroom layout. Go over it with the class and explain why things are there. Go over it with the students randomly as an activity and ask why things are where they are. This can possibly help the student with ocd to feel more accepting with the classroom set up. If this doesn't help then maybe give a laminated graph of the classroom layout minus the furniture. Have the things in the room that are permanent such as windows doors etc on the laminated graph paper. Give laminated cut outs of the different things in the classroom for the student to move around on the paper the way they want to do it. This could help fulfill their need to rearrange furniture on the paper as opposed to the actual furniture. You can also ask the class to write or explain their reason behind why they think their layout is best and have them discuss with each other if there are reasons why a different way would be better or why they shouldn't put something somewhere. I guess it all depends on their age and understanding. I hope any of this can help.
1) student who rips his clothes off - an effective replacement behavior would have to serve the same function as ripping clothes off. So first determine why he's doing that - escape from demands is my first guess; then teach him an alternative behavior to ripping off his clothes such as asking for a break; another possible reason is attention. I worked with one young man who no one could figure out why he was doing that. I watched the video of his behavior until I noticed that immediately before he ripped his clothes off the YouTube on the IPad didn't load as expected, then he ripped off his clothes. In other words, it was an effective way for him to have someone look at him and help him.
2) rearranging the classroom - please, no offense intended, but someone with limited intellectual abilities will not understand the symbolism of a classroom chart. Even if he did, it will still seem arbitrary to him and he'll want to order it in a way that makes sense to him. And asking them to write out their reasons is probably way beyond their capabilities. Make your response concrete, tactile, visible, to make it understandable.
If he's verbal, I suggest engaging him in planning the classroom. Explain that the room is for everyone, not just him. Ask him why he thinks something should go in a certain place, and LISTEN TO HIM! When decisions have been made, take photos of the items that belong in a certain place on the shelf, laminate them, and use them as place markers on the shelf. Then make it a game to match the items with the photos. These strategies do take some time, but it will definitely pay off in the long run.
Also consider, most adults I know, when they get into a new environment where they feel like they have to stay for a while, begin rearranging things around them. As teachers we can be OCD about having things where we want them in OUR classroom. Be a little open to other opinions and allow others to have some ownership in the room they are placed in. After all, no one asked them if they want to come here every day!
I'm a former PreK teacher who went back to school. Now I'm a BCBA. Good luck!