Structured Teaching
How to
Who will benefit from A Structured
Teaching Approach
Students with
 Autism
 Asperser's Disorder
 High Functioning Autism
 ADHD
 adults with OCD and depression
 typically developing two and thirteen year olds
 Students who benefit from a
predictable/structured environment
Why will they benefit
Deficits in
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Executive Function : impairment in the higher-order

Theory of mind : impairment in the ability to recognize that
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Hidden Curriculum: Impairment in ability to learn and
processes that enable us to plan, sequence, initiate, and sustain
our behavior towards some goal, incorporating feedback and
making adjustments along the way.
other people have thoughts, feelings and intentions that are
different from one's own, and an inability to intuitively guess
what these thoughts, motives or reactions might be.*
understand and demonstrate the implied, unspoken, often
changing rules and routines of a situation, game, or event. *
*Theory of Mind and Hidden curriculum are more unique to
people on the Autism Spectrum
Executive Function
Executive function can be defined as the
way in which people monitor and control
their thoughts, actions emotions and
behaviors.
 We need EF whenever we are presented
with the unexpected, need to concentrate
particularly hard, or need to adapt or
change
 Core Deficits
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Inhibitory control
Cognitive flexibility
Major areas of impairment in
Executive Function
Working Memory
Inhibitory
Control
What is Structured Teaching

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A specific approach to teaching students on
the Autism Spectrum developed by the
University of North Carolina
T.E.A.C.C.H. Founded in the early 1970s by the
late Eric Schopler, Ph.D., TEACCH developed
the concept of the “Culture of Autism” as a
way of thinking about the characteristic
patterns of thinking and behavior seen in
individuals with this diagnosis,
Structured teaching addresses the
“Culture of Autism”
Strengths in
Challenges with
processing visual information
auditory processing, particularly of language
attention to details or selected areas of
interest
understanding the meaning of how details
fit together
Sensory perception (touch, smell, sight,
taste)
combining ideas or making inferences
Simple memory
organizing ideas, materials, and activities
Rule learning
Attention, becoming distracted, shifting
attention
Formal language
Communication, especially the social and
nonverbal use of language and
Visuospatial processing
concepts of time and being able to recognize
where they are in a sequence or task
Visual perceptual skills
becoming attached to routines
Routine learning
Very strong interests
sensory preferences and dislikes.
Structured Teaching

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Antecedent based not reward or punishment
based
Uses competence motivation rather than
consequence motivation
Levels of Structured Teaching:
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Physical Structure
Schedules
Work Systems
Routines and Strategies
Task
Physical Structure
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Physical structure refers to organizing
the environment to give meaning and
context to each area.
Physical structure helps the child
understand where different activities
take place and where materials are
kept. It can be set up in the home as
well as the classroom.
Physical Structure
(Start with the room)
Highly organized
classroom with
specific areas for
specific activities
Physical Structure
A routine for
cubby/back packs is
attached to the shelf.
Physical Structure
Independent work area for younger child
Sensory Area for younger child
Physical Structure
Task shelf organized to flow with a
work system
Physical Structure
Use what is
available to create
specific spaces
Physical Structure
Group lesson: Table divided
with tape
FOLDERS AND FILES FOR OLDER
STUDENT
There are two key things to think
about when setting up the physical
structure
Establish clear visual and physical boundaries:

Divide up the environment so that each activity is associated with a
particular physical space.

Arrange furniture to establish clear physical boundaries between
areas

Young children may need repeated practice and teaching to learn the
meaning and importance of the boundaries.
Minimize visual and auditory distractions:
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Although this varies most children will benefit from the elimination of
irrelevant details.
Minimizing distractions also helps to avoid sensory overloading.
Techniques include

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1) covering up or only using materials that pertain to that particular area
or activity,
2) minimizing the amount of materials, and/or
3) using screens or dividers to aid in cutting down on the distractions.
Schedules

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A schedule visually, and in a concrete
manner, shows a child the activities of the
day and in what order they will occur.
A schedule compensates for deficits in
Executive Function and language.
A student may learn and appear to not need
a schedule. Don’t be fooled. It could be
too much, too little, to low, to high.
Types of Schedules

Concrete object
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Functional (plate for snack)
Representative (a puzzle piece for the fine-motor area)
Photograph of an object
Icon or drawing
Word or sentence
Combination of elements
Left to Right or Top to Bottom
Matching Picture to Picture
Matching Picture to Word
Schedules Continued

One type of schedule is not better than
another

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it’s not necessarily better for a child to use
pictures instead of objects.
The decision is based on where the child
skills are, and what is the most meaningful.
They can be combined
Present visual schedules to help the individual
what will happen during the day, or part of day
Different Types of Schedules
For the Month
For the Morning
Object Schedules
Left to Right
Top to bottom
Picture Schedules
Photographs can be of areas that the
student will go to,
pictures of objects that will be used once
they get there or
A teacher they will work with.
Folder or Portable Schedules
Icon Schedules
Written Schedules
It can be fancy,
laminated, hand written,
produced with
Boardmaker or a word
processing program
Types of Schedules Continued

Teacher directed
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Transition
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The schedule is placed in a particular area and the
student is sent to check it.
Portable

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The teacher hands a student the object, picture or
icon.
The student carries the schedule. (like your
calendar or planner or PDA)
It is important for the student to track
movement through the schedule
Tracking Progress through day
Remove and match
Mark progress
Sequence of how to use Schedule
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Check Schedule
Remove task
Do
Check Schedule
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Do
Verses
Check off
Check schedule
How to Use or Introduce a
Schedule
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Start with 1-to-3 objects, photos, icons
Use simple language “Check schedule”
Guide the student to the schedule and
then to the location the schedule is
sending them.
Sometimes it helps to have a matching
object, picture or icon in the target
location that the student carries and
matches and places into a container.
How to Use or Introduce a
Schedule
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Teach the child how to use it.
Add, change, expand as indicated.
When the student is through with task say
“Check schedule” to teach them how it
works.
The goal is confidence and competence
Work Systems
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The schedule tells them where to go
The work system tells them what to do
when they get there.
Almost anything can be taught using the
work system.
Remember to make it Concrete, Visual,
and clear
Work Systems
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What work?
How much do I have
to do?
How do I know when
I am finished?
What comes next?
Flow left to right or
top to bottom
Examples of work systems
More Examples of work Systems
What
where
finished
More Work Systems
Gym workout routine
Work System for going to park
More work systems

Almost anything can be task analyzed and put into a
task/work system.
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academic, self-help, leisure
across settings
 Independent work area
 Cafeteria
 Place of employment)
for individuals at all functioning levels
 systems can range from concrete to
abstract
More work systems
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Teaches the student to attend to visual cues
(rather than verbal directives)
Promotes independence as an essential
outcome for students with ASD
Students do not have to plan where to begin
or how to proceed
Tips for Implementing Work
Systems
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Provide essential materials for the specific
task/activity exclude things that are
distracting.
Use work systems in a variety of settings to
increase generalization across location and
adults.
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circle time
social groups
Playground
Home
doctor visits
Tips for Implementing Work
Systems
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Teach the work system with minimally
invasive prompts so the adult/prompts do
not become part of the work routine.
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prompt nonverbally
direct students to visual cues
prompt from behind so adult is not part of the student’s
visual field
fade prompts as quickly as possible to maximize
independence
Tips for Implementing Work
Systems
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Create smaller, more portable work systems
for students who travel to different settings
throughout the school day
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in a notebook, file box, pencil box, clip board
Incorporate student’s interests in the visual
cues used in the works system

SpongeBob, Thomas the Train, Pokémon on
their work system).
Routines and Strategies
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Strategies and work routines can be
effective strategies for minimizing
organizational difficulties.
They address difficulty with distractibility
They support difficulty with time
management and sequencing
They are presented visually to take
advantage of a stronger processing skill.
Why Use Routines?

It’s a natural part and learning strength
of students on the spectrum.
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They like the predictability of routines
If we don’t teach them they will often
establish their own rigid routines and
become very upset if they are disrupted.
By establishing a positive routine, and then
disrupting it, we create an incentive for the
child to communicate in order to reestablish the familiar routine.
Activity Routines
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PLAY:
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social baby games
play with toys
motor games
table games
exercises
music
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dressing
eating
bathing
hair care
selecting clothes
greetings
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delivering messages
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serving refreshments
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Shopping
COMMUNITY LIVING:
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eating out
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travel in the car
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Walking
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SELF-CARE:
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SOCIAL SETTINGS:
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DOMESTIC LIVING:
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putting away toys
setting the table
cooking (stirring,
pouring, opening,
cutting, etc.)
Examples of Routines
Boardmaker Routines
Daily school Routines
Home or life skill Routines
Rare or infrequent routines

A social story
Fire Drills
Followed by a
routine
Card/mini schedule.

Sometimes our school has
fire drills. A special bell will
ring to tell us it is time
to leave the building.
Fire drills are practice in
case there is a fire in
our school.
I will get in line when the fire
drill bell rings.
I will stay in line and walk
outside with my class.
I will stay in line and wait
outside with my class. The
teacher will tell us when we
can go back into the school.
I will stay in line and walk
back to my classroom with
my class.
THE END
all done
The fire drill is
over.
Tasks
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Visual, hands on learning tools
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Structured to be self explanatory
Designed to build independence
Can be bought or made
Can teach almost anything
Types of Tasks
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Put ins
Take offs
Match
Sort
Written
Assembly
Disassembly
Tasks
Hierarchy of Prompts
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(from most independent to least)
VISUAL CUES ‘SPEAK’ FOR THEMSELVES
VERBAL/GESTURAL PROMPTS TO GET THE
STUDENT TO LOOK AT AND USE VISUAL CUES
VERBAL PROMPTS TO HELP STUDENT DO TASK
GESTURES OR DEMONSTRATIONS TO SHOW
STUDENT HOW TO DO A TASK
PHYSICAL PROMPTS OR HAND OVER HAND
Task Examples
Animal Matching with word stem
Put in with gathered material
More Examples of Tasks
Put in and Sorts
More Tasks
Assembly
Matching object(s) to word(s)
Purchased put in
matching
TASKS Cont.
It could be a purchased toy
that is structured
Jigs
Or something made with a shoe box
For a Trip or Activity
Getting reading for a field trip
Building language around a cooking task
Practical Tasks
Sort
Match
Tasks for older students
Counting money task
Folder system and check list
File Folder Tasks
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Use Velcro or library pockets, laminate
file folder.
Can make matching tasks focusing on
colors, shapes, alphabet letters,
common nouns, familiar people,
categories, relations (e.g., shoes and
socks) etc.
File Folder Tasks
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Can be designed to be flexible and used
for reading comprehension skills, math
skills, generalization skills, etc.
Highlighter tape
Resources
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http://www.specialed.us/autism/assist/ass
t11.htm
http://www.icontalk.com/
http://store.mayerjohnson.com/us/boardmaker-softwarefamily.html
http://www.highlightertapes.com/highlight
er-price.html