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Structured Teaching
When educators hear the term “structured teaching,” often
they think of the TEACCH program. TEACCH is a curriculum model from
the University of North Carolina that stands for Treatment and Education
of Autistic and Related Communication Handicapped CHildren. According
to the TEACCH model, structured teaching is an attempt to understand
the culture of ASD and teach in an environment that is designed so individuals
with ASD can understand expectations and thus become more successful
and independent.
Components in structured teaching include:
- Physical structure
- Schedule
- Work system
- Visuals
Structured teaching is useful at both home and school
and can be used to increase independent play skills, as well as greater
independence in self care routines. Remember at the beginning of this
module when we looked at the snapshot of 3-year-old Sammy? Sammy had
limited interests in toys and materials. A structured teaching routine
and environment would encourage this child to begin and follow through
a play task more independently.
Physical structure
It is important to define clear physical boundaries and
teaching areas. The classroom should be divided into distinct areas,
as discussed, with all spaces designated in terms of their purpose.
The space should be organized and clear to the individual with ASD.
Schedules
Schedules help individuals know and anticipate what is
going to happen. They help individuals with ASD understand organization.
A schedule allows an individual to form a routine, which in turn builds
a comfortable environment in which he can become more productive and
independent. For many reasons, schedules should be individualized.
Work system
A work system should be systematic, but individualized,
to help an individual with ASD receive and understand information. It
should result in a meaningful routine that will answer the following:
A. What work needs to be done? (Use visually defined
containers or boxes for the work items)
B. How much work do I need to do? (A visually defined
system should make it clear exactly what needs to be completed)
C. What should I do with my work when I’m finished?
(A routine should be established for finished work such as a box to
put completed work)
D. What should I do next? (A transition to indicate what
is next in the schedule or routine)
Visuals
The use of visuals in classroom structure can be categorized
into three types:
Visual organization should clearly indicate
an organized workspace. Its focus should be to limit sensory stimuli
in the environment so that the individual knows where to focus and therefore
better stay with a task. One example might be the use of work boxes
with templates to indicate where items go.
Visual clarity is achieved by putting out only
the materials that are needed to complete a given task. A visual numerical
sequence would help the individual focus on the important details for
processing, for example.
Visual instruction helps individuals with ASD
learn to combine parts of a task to complete a more complex or sequenced
task. Being able to follow a series of visual instructions leads to
increased ability to complete complex tasks more independently.
Using a TEACCH system with Sammy would be one way to
increase his limited interest in toys as well as to provide a model
for developing a routine in which he is successful.
It's never finished!
Just when you think you've got it all down pat, your system
is in place and things are going smoothly something can happen that
will require further modification. This lesson will remind you of the
importance of continuing to monitor and refine! Certainly your program
will be running smoother and problems will be smaller once you have
made the changes and adaptations discussed here. Your students should
be showing increased independence in routine activities and pride in
their successes! However, as a good teacher, you will anticipate and
be planning ahead for more changes and adaptations. Preschool teachers
are thinking of the environments that young children will move into
and will begin to prepare children for school age programs and environments.
Children in elementary school programs will need to be prepared for
middle school programs in which they move around and participate in
a number of classrooms and environments. The movement from school to
adult work environments is another consideration for older individuals
with ASD.
Now that you have a framework for
assessing environments and are looking at modifications based on individuals’
learning styles and needs, you are more likely to be successful, as
are your students!
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