How do I implement a sensory area?

How do I implement a calm down or sensory area for young kids with autism and move from teaching them to ask for it, like functional communication to keeping it from being overused? OK, so this is a really complex question, so there's a couple of different components to that. We talked about this, I think, a little bit in the last presentation about sometimes we use calmed down areas inappropriately. So calm down. So usually kids engage in problem behavior. It goes to a calm down here. And it works. We've got a problem. And a problem. Behavior was to escape. Right? so now it's like, oh, I may quickly escalate the problem behavior, which is important for sure, because we want to make sure that people are safe, and that the student is safe. But it may facilitate the reoccurrence over and over that problem behavior because you actually give them what they want removed from that. So that being said, if you want to if you believe that there needs to be an area for individuals to be able to one, maybe you want it for them to self select. So they're able to say, you know, I will stress right now. Can I take a break? I think the one, you want to make sure these areas don't have a whole lot of reinforcing stimuli in them. Right you're not going to say, OK, go take a break and go. Some of your favorite computer game. Right you want to make sure that they're pretty austere in terms of the things that are there. I would make it very specific and have a timer. So you can go there for this period of time. But when it's finished, you're going to come back. Sometimes it helps to give them a Warning. Sometimes it causes kids more stress. But again, having some sort of timer there for them. So they can kind of monitor how long they're in that session. And then when it's going to end, I think is in effect, maybe effective. Again, the most important part of this, though, is you want to make sure that these areas are not escapes from work past.