1. Structured Teaching and Environmental Supports by Gary B. Mesibov & Victoria Shea Chapter 5

2. Need for Structure Students with autism Spectrum disorders (ASDs) tend to be disorganized or otherwise ineffective in their approach to many materials and activities Therefore, they need external organizational support in order to be meaningfully engaged in learning

3. What Is Structure? Teacher or caregiver decides What the learning activities will be Where they will take place How long they will last What visual information to use These decisions are based on individual the student’s needs Not based on convenience or preferences

4. What is Structured Teaching? Instructional strategies and environmental supports for students with ASDs Developed by the TEACCH program (Treatment and Education of Autistic and related Communication-handicapped CHildren) North Carolina state autism service program housed at Univ of NC-Chapel Hill Medical School

5. Goals of Structured Teaching 1. Teach the student with ASDs as many skills as possible, given his developmental level 2. Provide an environment that is as comprehensible as possible, so the student can understand the expectations and opportunities around him

6. Where can Structured Teaching be used? All settings, including Home Schools Work sites Therapy sessions Recreational activities Community settings

7. Who is Structured Teaching appropriate for? May be adapted for individuals with ASDs: Of all ages Of all developmental levels

8. Theoretical Foundations Social-cognitive-behavioral approach emphasizes: Importance of individual’s understanding of his world, including: Broadening that understanding Explaining and teaching social behaviors Importance of observable behaviors Incorporating pleasurable consequences for desirable behaviors

9. “Culture of Autism” The characteristic patterns of thinking and behavior of ASDs

10. Characteristics of the Culture of Autism Relative strength/preference for processing visual information (as compared to auditory) Heightened attention to detail, but difficulty understanding big picture (“deficit in central coherence) Difficulty combining or integrating ideas

11. Characteristics of the Culture of Autism Difficulty with attention (very distractible or difficulty shifting attention) Communication problems Social use of language (pragmatics) Correct word usage (semantics) Nonverbal communication Abstract or nuanced language Development of vocabulary and grammar (except in Asperger Syndrome/HFA)

12. Characteristics of the Culture of Autism Difficulty with concepts of time Tendency to be attached to routines Very strong interests and impulses to engage in favored activities Marked sensory preferences and aversions

13. Autism Characteristics Different combination of characteristics in every individual w/ ASDs; therefore: Not appropriate to use a standardized curriculum Educational plans must be individualized and updated frequently

14. Behavior Management & Students with ASDs Why traditional behavior management systems often don’t work: Reward and response-cost systems are often too language-based or too complex Verbal praise may be meaningless or incomprehensible Students w/ASDs often don’t pay attention to, imitate, or understand their peers’ behavior Time away from group activities may be desirable, rather than punitive

15. Structured Teaching & Behavior Management Pragmatic approach: If a traditional technique might work, try it (especially a positive technique, such as praise or rewards) If it isn’t effective, try something else

16. Structured Teaching & Families Respect for families is integral to the Structured Teaching approach Professionals and parents should work together as a team Share information in a notebook that travels with student between home and school

18. 5 Questions For every new activity, there should be individualized visual information and physical organization of the environment that answer 5 questions for the learner: Where should I be? What work or activity will I do? How much work will I do?/How long will it last? How will I know that I am making progress and when I have finished? What will I do next?

19. Uh oh… Indications that the answers to those 5 questions aren’t clear enough: Wandering/running around the room Asking repetitive questions during activity Refusing to start or end activity Leaving an activity before it’s completed Tantrums during the activity

20. Visual Schedules Use schedules of activities that are Visual Accurate Individualized Flexible (need to be able to change them as circumstances change)

21. Use of Schedule Varies by Developmental Level At earliest level, hand student objects indicating “what’s next” Cup means snack time Roll of toilet paper means bathroom time At later levels, direct student to check his schedule

22. Types of Schedule Systems Object schedule (e.g., row of objects on top of bookcase) Picture schedule Written schedule

23. Amount of Info on Schedule Regardless of schedule format, amount of info varies according to student’s ability to understand Some only understand “What’s next” Some can handle schedule of next 2-3 activities Some can handle partial or full-day schedules

24. Tasks & Activity Systems Each task includes info about the material and the steps within the task A work/activity system provides this info about multiple tasks in the series Some routines, once mastered, may no longer require a work system (e.g., putting away backpack)

25. Practical Strategies: How to Answer the 5 Questions

26. “Where should I be?” Have a designated spot for student to sit or stand (chair, carpet square, etc.) For students who wander or pace, define space with screens, large pieces of furniture, etc. For more advanced learners, use assigned seats, daily schedules with room numbers, map of school w/routes

27. “What work or activity will I do?” Student should be able to see what he is supposed to do, and for how long Always supplement spoken directions with visual or physical cues

28. “What work or activity will I do?” Keep materials organized with Baskets File folders Clear containers Velcro and tape Clips

29. “What work or activity will I do?” Highlight the most important parts: Make them larger Highlight them Put a colored frame around them Eliminate clutter on the table or desk top

30. “How much work will I do?” “How will I know when I’m done?” If answer is based on “how much” or “how many” student gets done, the materials should be organized in way that makes it obvious Block-sorting task is done when all the supplied blocks have been put through the holes Written assignment is done when the work sheet is completed and put in the “finished” pocket of the file folder

31. “How much work will I do?” “How will I know when I’m done?” If answer is based on “how long,” have visual system to countdown time Hour glass Timer Visual symbol system (e.g., teacher takes away one clothes pin every minute)

32. “Finished!” For many students with ASDs, simply achieving “finished” is a gratifying, positively reinforcing experience in itself Concrete reinforcement (e.g., small snack, computer time, music, time to read) can also help make it clear that the task was completed successfully

33. “What will I do next?” Teach students to engage in an acceptable activity in a designated spot until it’s time for next activity If student doesn’t pick up on this routine quickly, you may have to put an object or symbol at the physical end of each set of work materials to show him what to do next

34. Conclusion Structured Teaching and environmental supports facilitate understanding, learning, and adaptive functioning at all developmental levels