1. Add Structure to your Teaching
Christy Borders, Stacey Jones Bock, & Kristi Probst
Illinois State University

2. What is structured teaching?
Rate your classroom – how structured is your classroom?
1 (not at all) – 5 (VERY structured)
Rate your instruction – how structured is your instruction?
Like groups
Definition of structured teaching NO PHONES!
What is structured teaching?

3. Why structured teaching?
Developed by Division TEACCH (Training and Education of Autistic and related Communication-handicapped CHildren)
Based on extensive understanding of autism and partnering with families
How ASD impacts thinking, learning, and behavior
ASD = differences in auditory processing, imitation, motivation, and organization
Indiana Resource Center for Autism.

4. Structured vs. traditional strategies
Structured Teaching
Predictable, meaningful routines
Added visual & structural support
Increase engagement
Reduced anxiety
Increase appropriate behavior
Traditional Strategies
Verbal instructions
Demonstrations
Social reinforcement
Sequencing chunks of information
Indiana Resource Center for Autism.

5. Structured Teaching Pyramid
Visual Structure of Materials
Routines and Visual Strategies
Work Systems
Schedules
Physical Structure
Indiana Resource Center for Autism.

6. Physical structure Most important – serves as the foundation!
How classroom is set up and where materials and furniture are placed
Think Feng Shui
Which room would you feel more relaxed in?

7. Why physical structure?
Provides organization
Helps staff, students, and classroom visitors understand what activities are occurring in each area at any given time
Helps students anticipate the requirements of a specific setting and to predict what will be happening
Minimizes competing distractions
What would you look at?
Results == more on-task behavior and higher academic achievement (Heflin & Alberto, 2001)

8. Activity Gather with ”others” (1s, 2s, 3s, 4s, & 5s – mixed groups)
Using the “furniture”, construct current classroom space for one room on your team
Use the classroom of your 1 or 2 (or lowest number represented)
10 minutes
Hang up your classroom on the wall or place on table

9. Key concepts & steps to implementation
Create clear physical and/or visual boundaries to help students know where each area begins and ends 1
Minimize auditory and visual distractions 2

10. ACTIVITY Feedback Walk around to posters
Give feedback and suggestions
20 minutes
Review the feedback on your poster
5 minutes
Share out ”lessons learned” – 15 minutes

11. Schedules
Communicates the sequence of upcoming events non-linguistically
Tells WHERE and WHEN
Designed to match individual needs
Assessment of required skills

12. Enhance Assist Reduce Why visual schedules? Enhance receptive language
Capitalizes on strength in visuospatial skills (Quill, 1997) and attention to visual information (Garretson, Fein, & Waterhouse, 1990)
Assist
Assist with increases in independence; decreased reliance on prompts (Green, 2001)
Reduce
Reduce anxiety and increase flexibility

13. Implementation considerations
Form of representation
Length of schedule and presentation format
Ways of manipulation
Location
Initiation of use

14. Student Skills Initiation Identifies own schedule
Identifies which cue is next in sequence
Understands meaning of visual cue
Staying on track

15. ACTIVITY
Consider a student on your team for whom you would like to initiate schedules
Individualizing the Schedule
Plan for assessment (alter schedule one week prior to assessment)
Assessment of Student Skills
If prompt is required, mark “No”
This includes pointing, nudging, or reminding

16. Initiation Does she stop what she is doing to check her schedule at the proper time?
Does not go to transition area to check schedule. Given visual cue each time.
Student is given a card or especially meaningful object or other cue which leads her to her schedule.
Student is given a visual cue which prompts her to go to her schedule
Student is given a verbal direction, “Check your schedule”
Student determines when to check her schedule throughout the day

17. Identifies own schedule Does she find her own schedule discriminating it from other students’ schedules?
Student does not go to a transition area to check schedule. Teacher gives visual cue each time.
Student finds her schedule which is located in a separate location, away from other schedules.
Student’s schedule is located in the same area as other schedules, however it is highlighted (meaningful character, favorite picture, theme to attract attention).
Student finds her schedule which is located in the same area as other schedules.
The schedule is mobile. Student carries it with her throughout the day or keeps it in a personal storage area.

18. Identifies which cue is next in sequence Does she know which cue signifies the next activity in the sequence? Does she take the next cue from the left, or from the top?
Student is presented with one cue at a time. Teacher gives the visual cue directly to the student at the time of each transition.
One one cue at a time is presented on the schedule. Student sees only the cue for the upcoming activity when she checks her schedule.
Student sees only 2 cues. “First ____, then ______”
Sequence of 3
Sequence of 4
Sequence of more than 4, but less than half the day
Half day
Full day

19. Understands meaning of visual cue does she go to the correct location after referring to cue?
Actual object in its entirety.
Part of the actual object or activity.
Objects which represent activities.
Pictures
a. Actual labels or logos, b. Photographs, c. Realistic drawings, d. Symbolic drawings
Written – single words in combination with small pictures or symbols
Written – single words
Written – short phrases or sentences (highlighted significant words)
Written schedule is in combination with written work system or assignments.

20. Student marks off the activity by drawing a line through the words
Staying on track Does she stay on track as she progresses through her schedule?
Student carries the object while making transition and actually uses the same object in the activity which starts immediately
Student carries the visual cue while making transition. She then places the cue in a pocket or box indicated with a matching cue.
Student carries the visual cue while making the transition. She then places the cue in a pocket or box (no matching cue)
Student takes cue off schedule, looks at it, and places it in a pocket or box located at her schedule.
Student takes cue off schedule, looks at it, and turns it over, placing the blank side on her schedule. Use pockets or paper clips
Student marks off the activity by drawing a line through the words
Student marks the “check box” or marks on the line

21. Work Systems
Systematic and organized presentation of tasks and materials that communicates at least 4 pieces of information:
WHAT tasks need to be completed
HOW MANY tasks to do
WHEN the work is finished
WHAT to do after the tasks are complete

22. Why work systems? Organization Distractibility Addresses Challenges:
Sequencing
Generalization
Independent Initiation
Decrease adult supervision and prompt dependency
Why work systems?
(Dunlap & Johnson, 1985; Dunlap, Koegel, & Johnson, 1987; Stahmer & Shreibman, 1992)

23. Tips for implementation
Decrease confusion
Provide only needed materials
Increase generalization
Use work systems in a variety of settings
Adult prompts do not become part of the work routine
Teach with minimally invasive prompts
Increase generalization across settings
Create smaller, more portable systems
Increased reinforcement and motivation
Incorporate student interests
Tips for implementation

24. Student skills Identification of “WHAT WORK”?
Understanding “HOW MUCH WORK”?
Movement while working
Staying on track/Concept of “FINISHED”
Movement after each task
Understanding “WHAT COMES NEXT”

25. ACTIVITY
Consider a student on your team for whom you would like to initiate work systems
Individualizing the Work System
Plan for assessment (alter schedule one week prior to assessment)
Assessment of Student Skills
If prompt is required, mark “No”
This includes pointing, nudging, or reminding

26. Identification of “WHAT WORK” Does she know what work to do?
Tasks are in separate baskets, boxes, or made into a single unit (task boxes). No label or card identifies the tasks or basket.
"Matching" work system.
a. Shapes, b. Colors, c. Numerals, d. Letters, e. Other meaningful symbols
Written words on cards
Written list (if need to restructure, add literal or more specific information. Highlight the relevant words).
Written list in combination with the schedule

27. Understanding “HOW MUCH WORK” Does she know how much work to do and which task to begin with, following the assigned sequence?
Assigned tasks are waiting on a shelf or table to the left. Must complete all tasks, choosing any order.
Assigned tasks are set out. Student takes each task one at a time in the correct sequence (Left-to-right OR top-to-bottom)
Assigned number of tasks are shown by their matching cues (cards) on the work system. Student takes each card one at a time in the correct sequence (Left-to-right OR top-to-bottom)
Assignments are written in the form of a list. (If needing to restructure, add literal or more specific information)

28. Movement while working Does she bring her tasks to her desk?
Student does not have to leave her seat to get tasks. They are within reach immediately to the left.
"Stretching" to the left. Student has to stretch to reach tasks, but not leave seat.
Close to the left. Student must leave seat, but only 1-2 steps are needed to reach tasks.
Student walks a short distance (3-4 steps) to get tasks.
Across the room. Student walks farther than 4 steps to get each task.
Student gathers materials required for tasks from various locations in the room.

29. Staying on track/concept of “FINIshed” Does she stay on track as she progresses through the work session? Does she know when she is finished with all her work?
Student places completed tasks into a "finished basket" or a specified table or shelf. When done, she sees the empty table of shelf to the left, and all completed tasks are in the finished location.
Student pulls each card off the work system, fastening it to its match on the appropriate box, basket, or folder.
Student pulls each card off the work system, turns it over, and puts it back on the work system before finding the task it indicates.
On a written list, student marks progress. Either marks it at the beginning or end of assignment
a. crosses out, b. check boxes, c. check on the line

30. Movement after each task does she place her completed work in the proper location?
"Finished" location is located immediately to the right. It is within easy reach and the student does not need to stretch or leave her seat.
Student has to stretch to reach the "finished" location, but not leave her seat.
Close to the right. Student must leave her seat, but only 1-2 steps are needed to reach the "finished" location.
Short distance. Student walks 3-4 steps to place his finished word where it goes.
Assignments are due at a specified time or on a specified day. If she completes her work but doesn't turn it in, included specific instructions about turning the work in (when, where, to whom)

31. Understanding “what comes next” does she make the transition to her next activity?
Actual object in its entirety.
Part of the actual object or activity.
Product label or picture cut directly from the box which originally held the object.
Picture
a. photograph, b. realistic drawing, c. symbolic drawing
Single word
Phrase (if needed to restructure, try highlighting the most significant word)
Sentences. (if needed to restructure, try highlighting the most significant words or being more specific and literal)

32. Visual structures Adds a physical or visual component to tasks
HOW an activity should be completed
Visual instructions – tells where to begin and the sequence of steps
Visual organization – how the space and materials are limited or arranged
Visual clarity – emphasizes or draws attention to important or relevant information

33. Why visual structure? Increases meaning and understanding
Allows students to continually refer to instructions
Clearer understanding of what is expected
Provides more opportunities to practice a skill independently (without relying on adult directives)
Reduced stimulation and distractions
Emphasizes the most important aspects of a task or activity and makes the meaning more salient
Incorporating unique student interests increases both engagement and meaning, and provides motivation and reinforcement

34. How to implement visual structure
Consider how instructions will be provided.
Supplementing ”verbal” directives increases independence
Decide what types of organization may be needed to allow student to be more successful and independent.
Provide additional clarity to students to help identify what is most important.
Include student interests.

35. Tips for implementation
Think about how materials can be used across curricular areas or for more than one purpose to ensure the most use.
Think creatively about how activities can be made. Use parent volunteers, student helpers, scout troops, and/or community members.
Consider how you might share resources with other teachers or create an activity lending library in your building/district.
Instructional activities should relate to your individual assessment of student needs and curricular requirements.

36. Q & A