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
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
What are the facets of structured teaching?
Select an answer for question 136
Structured teaching is only used in the school environment.
Select an answer for question 137
Structured teaching environments can only be constructed by trained personnel.
Select an answer for question 138
Complete the following statement: Structured environments allow individuals with ASD
to ...
Select an answer for question 139
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
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
Choose the correct word. Which word means tasks that are highly organized and
incorporate visual instructions?
Select an answer for question 142
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
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
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:
o
o
o
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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
o
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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
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Link the physical set-up to the needs of the individual(s) in the setting.
o
See the specific guidelines for creating boundaries in the module on visual
supports.
Develop the Schedule(s)
o
See the specific guidelines for creating schedules in the module on visual supports.
Create the Work System
o
See the specific guidelines for creating work systems
Organize Tasks
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Choose tasks based on assessment
Design tasks to indicate directions
Implement and Monitor Progress
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Teach the specific steps of the system. Examples of strategies to use in the
o
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
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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.
2. 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.
3. 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.
4. 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.
5. What steps need to happen to create a structured
environment?
Step to created a structured environment:
o
o
o
o
o
o
6.
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
Post-Assessment
8. Post-Assessment
9. Structured teaching is a visually based approach to creating highly structured
environments that support individuals with autism.
10. Select an answer for question 145
11. What are five facets of structured teaching?
12. Select an answer for question 146
13. Structured teaching is only used in the school environment.
14. Select an answer for question 148
15. Structured teaching environments can only be constructed by trained personnel.
16. Select an answer for question 149
17. Complete the following statement: Structured environments allow individuals with
ASD to ...
18. Select an answer for question 150
19. Choose the correct word. Which word means visually structured sequences that
provide opportunities to practice previously taught skills, concepts, or activities?
20. Select an answer for question 151
21. Choose the correct word. Which word means the use of visual supports such as
furniture, labels, icons, etc., to make environments comprehensible and
manageable?
22. Select an answer for question 152
23. Choose the correct word. Which word means tasks that are highly organized and
incorporate visual instructions?
24. Select an answer for question 153
25. 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?
26. Select an answer for question 154
27. Choose the correct word. Which word means in combination with visual
schedules, assist individuals in understanding the environment and in becoming
more flexible?
28. Select an answer for question 155
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.
Carnahan, C. (2009). Structured teaching: Online training module (Columbus, OH:
OCALI). In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet
Modules, www.autisminternetmodules.org. Columbus, OH: OCALI.
references
Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent
functioning of student with autism. Journal of Autism and Developmental Disorders, 37,
1166-1180.
Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational
practices for students identified as having autism spectrum disorders. Focus on Autism
and Other Developmental Disabilities, 18(3), 150-165.
Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism
spectrum disorders. New York: Kluwer Academic/Plenum Publishers.
Schopler, E., & Mesibov, G. (1995). Introduction to learning and cognition in autism. In
E. M. Schopler, G.(Ed.), Learning and cognition in autism (pp. 3-12). New York: Plenum
Press.
Schopler, E., Mesibov, G., & Hearsey, K. (1995). Structured teaching in the TEACCH
system. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in Autism (pp. 243268). New York: Plenum Press.
Swanson, T. (2005). Provide structure for children with learning and behavioral
problems. Intervention in School and Clinic, 40, 182-187.
Tien, K. C., & Lee, H. J. (2007). Structure/modifications. In S. Henry & B. S. Myles
(Eds.), The comprehensive autism planning system (CAPS) for individuals with
Asperger syndrome, autism, and related disabilities: Integrating best practice throughout
the student's day (pp. 23-44). Shawnee Mission, KS: Autism Asperger Publishing
Company.