Structured Teaching

Structured Teaching

Overview

This module will define structured teaching and offer strategies for implementing the components of structured teaching at home, school, work, and in the community. Structured teaching is an approach to help individuals with autism understand their environment and daily activities using their visual mode, which is usually their strongest modality.

Pre-Assessment

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Pre-Assessment

Structured teaching is a visually based approach to creating highly structured environments that support individuals with autism.

Select an answer for question 135 Select your answer True False

What are the facets of structured teaching?

Select an answer for question 136 Select your answer Physical organization/visual boundaries Schedules Routines Work systems Task organization All of the above

Structured teaching is only used in the school environment.

Select an answer for question 137 Select your answer True False

Structured teaching environments can only be constructed by trained personnel.

Select an answer for question 138 Select your answer True False

Complete the following statement: Structured environments allow individuals with ASD to ...

Select an answer for question 139 Select your answer Understand and predict what is happening in their environment Predict expectations Acquire new skills Generalize skills All of the above

Choose the correct word. Which word means visually structured sequences that provide opportunities to practice previously taught skills, concepts, or activities?

Select an answer for question 140 Select your answer Physical/visual boundaries Schedules Routines Work Systems Task organization

Choose the correct word. Which word means the use of visual supports such as furniture, labels, icons, etc., to make environments comprehensible and manageable?

Select an answer for question 141 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization

Choose the correct word. Which word means tasks that are highly organized and incorporate visual instructions?

Select an answer for question 142 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization

Choose the correct word. Which word means a visual representation of planned activities in the order in which they will occur using symbols, words, pictures, photographs, icons, or actual objects?

Select an answer for question 143 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization

Choose the correct word. Which word means in combination with visual schedules, assist individuals in understanding the environment and in becoming more flexible?

Select an answer for question 144 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization

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What is Structured Teaching?

Individuals with autism spectrum disorders (ASD) thrive in well-organized, highly structured environments. Structured environments are those environments that promote a clear understanding of the schedules, activities, and expectations for both the individuals with autism and their caregivers (teachers, parents, etc.). Specifically, structured environments are environments that allow individuals with ASD to:

• understand and predict what is happening in their environments
• predict the expectations of an environment
• acquire new skills
• generalize skills from one setting to another (Iovannone, Dunlap, Huber, & Kincaid, 2003).

Structured teaching is a visually based approach to creating highly structured environments that support individuals with autism in a variety of educational, community, and home/living settings (Mesibov, Shea, & Schopler, 2005). Structured teaching is associated with the Treatment and Education of Autistic and related Communication Handicapped CHildren (TEACCH) (Schopler, Mesibov, & Hearsey, 1995). The goal is to create an environment that promotes independence (i.e., decreased need for adult support) by incorporating an understanding of the characteristics of autism and the strengths and interests of each individual (Mesibov et al., 2005). Visual supports and external organization serve as the basis for the interventions in a structured environment. For more information on the use of visual supports, click here to complete the Autism Internet Module on Visual Supports.

The Specific Components of Structured Teaching

There are five major components to structured teaching, including physical organization/visual boundaries, schedules, routines, work systems, and task organization. Each of these areas will be discussed in the following sections.

Physical organization/visual boundaries

Physical organization and visual boundaries are the use of visual supports such as furniture, labels, icons, etc., to make environments comprehensible and manageable. Physically organized environments clearly indicate the types of activities that occur in each area and promote increased understanding and attention to task. Visual boundaries help students understand the specific rules of each space, the types of activities to complete in each space, and the behavioral expectations of a specific space.

A middle school example. In a middle school language arts classroom, a teacher may divide the classroom using a row of bookshelves, carpets, and desks. On one side of the bookshelf, the teacher has placed a carpet in the center of the floor and set chairs facing the direct instruction board. All posted materials directly relate to the content topic. Students come to those chairs knowing that the focus will be on the teacher.

On the other side of the shelves, the teacher has organized desks in small pods. When sitting at the desks, students are facing each other and ready for group work. Due to space considerations, the teacher has placed three individual desks against the back wall. There are three desks designated for students (including the child with autism) who need their own area to complete independent practice activities.

A preschool example. In a preschool classroom, physical organization and structure may look different. Each area is clearly marked using bookshelves and carpets or mats to indicate what will occur. On the floor, the teacher uses tape to indicate where a child may sit, stand, or line up for each activity. In the play area, the teacher has placed a carpet that has bright colors and many shapes, pictures, etc. A sensory area is marked with mats and has a clear entrance and exit. When it is time for snack, the children move to a table covered with a tablecloth or placemats. Later in the day, the students may use the same table for a language-based activity. However, the table is then clearly marked with colored mats, each with a different child's name.

Schedules

Visual schedules are a visual representation of planned activities in the order in which they will occur using symbols, words, pictures, photographs, icons, or actual objects. For complete information, click here for the visual schedules section of the Visual Supports module. There are drop down items on the left side of that page for group schedules, individual schedules, and schedules in the home/work/community environment.

Routines

Routines, in combination with visual schedules, assist individuals in understanding the environment and in becoming more flexible (Swanson, 2005). Because predictable routines serve as another form of structure, students with ASD experience decreased anxiety in routine situations. When anxiety is lower, students often demonstrate increased attention to tasks. Additionally, once a child with ASD learns a routine, such as unpacking his backpack, he will demonstrate increased independence. The goal of routines is to create a framework for activities that will occur within the child's schedule. Once the framework is established, specific content details should continually change (Mesibov, et al., 2005). For example, once a child understands the basic routine of language arts lessons (e.g., circle time, sharing, reading groups, or literature circles), the teacher changes the specific content.

Because people with ASD may have difficulty with attention, it is helpful to provide each individual his own set of directions. For instance, in a lecture class, a teacher may write the class agenda on a board at the front of the room. A student with ASD may have significant difficulty attending to and following that schedule. An individual schedule placed on the child's desk or notebook will increase the student's success in following the schedule or directions. Another effective strategy for increasing the success of a child with ASD in a group lesson is to have a very clear, systematic schedule for each lesson or unit. For example, in a science class, a teacher may begin with a short lecture or mini-lesson related to the current concept. Next, the teacher engages the students in small-group work in which they practice skills or carry out experiments related to the concept. Finally, the students work independently at their desks on an assignment.

Using such a structure allows the teacher flexibility within each of the lesson segments, but also provides clear direction to a child with ASD. Clear expectations can be developed and taught for each segment. For example, during the lecture portion of the lesson, all students look at the teacher and raise their hands to answer or ask questions. During small group-work, students may stand up, approach the teacher to ask questions to seek assistance, and have quiet discussions at their desks. Finally, during independent practice, students remain in their desks. They raise their hands and wait for the teacher to approach to request help. When the routine is consistent and expectations are clear, the teacher can easily post the rules for each segment for the entire class and individual students. Students with ASD will be more independent and have higher levels of learning.

Work systems

Work systems are visually structured sequences that provide opportunities to practice previously taught skills, concepts, or activities (Schopler, 1995). Click here to complete the Autism Internet Module on Structured Work Systems and Activity Organization.

Task organization

Visually structured tasks are highly organized and incorporate visual instructions. Visually structured activities clearly indicate the activity the individual should complete, the steps for completing the task, and the important or essential features of the task. Tasks are chosen based on assessment information using emerging skills.

Tasks are developed so the user knows what to do by looking at the materials and design. There may be a picture or cut-out jig, a product sample, or written instructions. Limiting the work area by using a folder or a box tray helps the individual with autism know what to focus on for a particular task. Being sure all materials are secure lessens frustration. To know what is important, the task may have highlighting of important parts, a limited number of items, color-coding, or labeling.

This slide show gives examples of work tasks that could be developed for students after assessment has shown what skills need instruction. Click here to view the slide show.

This slide show details how to decide what task to teach and how to assemble it. Click here to view the slide show.

Creating a Structured Enviroment

The components of structured teaching can be used within a general education classroom setting, in a special education resource room, in a specialized classroom for students with disabilities, at home, or in the community. The procedures below are designed to provide an overview of the steps to creating a highly organized learning environment. They should be adapted to meet individual needs and settings.

Pay Attention to Individual Considerations

• Consider the strengths, interests, and needs of the individual(s) in the setting.
• Pay special attention to safety issues, such as preventing student from running.

Design the Physical Space/Develop Visual Boundaries

• Link the physical set-up to the needs of the individual(s) in the setting.
• See the specific guidelines for creating boundaries in the module on visual supports.

Develop the Schedule(s)

• See the specific guidelines for creating schedules in the module on visual supports.

Create the Work System

• See the specific guidelines for creating work systems

Organize Tasks

• Choose tasks based on assessment
• Design tasks to indicate directions

Implement and Monitor Progress

• Teach the specific steps of the system. Examples of strategies to use in the teaching process include prompting, modeling, and reinforcement
• Collect data on the each individual's ability to maintain active engagement within the environment

Where to Use Structured Teaching

Structured teaching can be used in any setting or to support any individual with ASD. Moreover, any parent, family member, educator, or other support individual can use the principles of structured teaching to support an individual with ASD. Structured teaching strategies can be used at home, at school, in community living settings, and to promote success at work.

Summary

• Structured teaching is a visually based approach to creating highly structured environments that support individuals with ASD in a variety of educational, community, and home/living settings.
• Work systems can be used across settings and for individuals with ASD of any age.
• Structured teaching promotes independence by utilizing strategies that align with the strengths and needs of individuals with ASD.
• Structured teaching incorporates physical/visual boundaries, visual schedules, routines, work systems, and task organization.

Discussion Questions

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1. How can a structured environment benefit an individual with Autism Spectrum Disorder?

Individuals with ASD do well in highly structured environments. Possible benefits might include: understanding and predicting what is happening in their environments; predicting the expectations of an environment; acquiring new skills; and generalizing skills from one setting to another.

1. What visual supports can define the physical organization and visual boundaries in an envionment?

Visual supports to define an area could include use of furniture, labels, icons, colored tape, carpets, colored shapes, mats, tablecloths, and placemats.

1. Identify and discuss routines that could be developed in your classroom to support individuals with ASD.

Answers will vary, but need to show structure, ability for consistency, and inclusion on the individual schedule.

1. Where can structured teaching supports be used? Who can design the supports?

Structured teaching supports can be used in any environment, including home, school, community, and job settings. Any parent, family member, educator, or other support individual can apply the principles of structured teaching to any environment.

1. What steps need to happen to create a structured environment?

Step to created a structured environment:

• Pay Attention to Individual Considerations, such as strengths and interests of the individual
• Design the Physical Space/Develop Visual Boundaries
• Develop the Schedule(s)
• Create the Work System
• Organize Tasks
• Implement and Monitor Progress

1. Post-Assessment
2. Top of Form
3. Post-Assessment
4. Structured teaching is a visually based approach to creating highly structured environments that support individuals with autism.
5. Select an answer for question 145 Select your answer True False
6. What are five facets of structured teaching?
7. Select an answer for question 146 Select your answer Physical organization/visual boundaries Schedules Routines Work systems Task organization All of the above
8. Structured teaching is only used in the school environment.
9. Select an answer for question 148 Select your answer True False
10. Structured teaching environments can only be constructed by trained personnel.
11. Select an answer for question 149 Select your answer True False
12. Complete the following statement: Structured environments allow individuals with ASD to ...
13. Select an answer for question 150 Select your answer Understand and predict what is happening in their environment Predict expectations Acquire new skills Generalize skills All of the above
14. Choose the correct word. Which word means visually structured sequences that provide opportunities to practice previously taught skills, concepts, or activities?
15. Select an answer for question 151 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization
16. Choose the correct word. Which word means the use of visual supports such as furniture, labels, icons, etc., to make environments comprehensible and manageable?
17. Select an answer for question 152 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task Organization
18. Choose the correct word. Which word means tasks that are highly organized and incorporate visual instructions?
19. Select an answer for question 153 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization
20. Choose the correct word. Which word means a visual representation of planned activities in the order in which they will occur using symbols, words, pictures, photographs, icons, or actual objects?
21. Select an answer for question 154 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization
22. Choose the correct word. Which word means in combination with visual schedules, assist individuals in understanding the environment and in becoming more flexible?
23. Select an answer for question 155 Select your answer Physical/Visual Boundaries Schedules Routines Work systems Task organization
24. Bottom of Form

Citation and References

If included in presentations or publications, credit should be given to the authors of this module. Please use the citation below to reference this content.