Let’s build upon our introduction to visual supports. During this lesson we will review why it important to organize the environment and build systematic structure into the individuals daily schedule.

The term ”Structured teaching” is a term used to describe a teaching procedure that is very organized within physical arrangement, detailed schedulingand systematic teaching approaches that are instituted to accommodate individualswith unique learning characteristics. The overall goal of structuredteaching is to organize the environment so the individual is able to use practical meaningful concepts within their everyday life independently. The structure and systematic strategies that have can be implemented are proven to be successful for many individuals with autism spectrum disorders. This term is often associated with division TEACCH (Treatment and Education of Autistic andrelated Communication Handicapped Children) from the University of North Carolina at Chapel Hill.

These strategies are used to help develop and enhance learning for individuals with autism. The reason structured teaching is usedis based on the learning characteristics of individuals with autism. Some of these characteristics include overselectivity, difficulty with generalization, receptive language difficulty, poor sequential memory, deficient organizational skills, sensory motor difficulty and lack of social relatedness. Through systematic modifying of the environment, while

maintaining a natural flow, individual deficits can be accommodated to produce success. Through formal and informal assessment one is able to better understand how the autism is affecting the student’s ability to learn and engage independently.

Let’s look at some ways to systematically organize the environment for student success.

Incorporating Systematic Individualized Visual Supports for Individuals with

Autism Spectrum Disorders

University of Louisville

EDSP 671-50

Autism: Educational Strategies and Techniques

Physical Space

• The physical space gives the student concrete organizational cues that can help the student gain independence through environmental interaction.  Structured teaching defines the place provided for each scheduled activity so that an individual understands where the activity takes place.

• The boundaries used should be clear and defined per specific task area.  For example, teaching areas should have shelves and materials that correspond with specific tasks that must be completed by student or that teacher can reach without loss of transition time. 

• Schedules are prepared so students understand what activities will take place and when these activities will occur.

• Pre-assessment must take place so that the instructor understands how much information a student can handle at one time.

• Schedules should be arranged in accordance with cultural norms for sequencing (i.e. Western culture sequences from left - right / top - bottom). 

• The following four questions should be answered for each activity.  The questions will be answered differently for each student over the entire school day.  – What activity?– How much?– When am I finished?– What’s next?

What activity?

How Much?

When am I finished?

What’s next?

Why Visuals?

• Concrete presentation of information

• Organization of information

• Opportunity to communicate

• Difficulty Shifting and Establishing Attention

• Difficulty Attending to Certain Sounds and Blocking Out Others

Visual Strategies Can.....

• Provide independence

• Enhance effective communication

• give information in a different mode

• clarifies verbal information

• concrete system to teach time, sequence, cause and effect

Visuals continued...

• Provide structure and the ability to incorporate change

• Provide support for transitions

Tools for Organizing

• Calendars

• TV Guides

• Shopping Lists

• Maps

• Checkbooks

Examples of Visual Supports

Examples of Visual Supports

• Schedule

• First / Then board

• Behavior script

• Social Story

• Calendars

• Choice boards

Visual Supports provide...

• Detailed sequence of steps to help prompt student without negative emotional input

• Rules of appropriate interaction are described and used as a reminder (posted in all classrooms)

• Teach new alternative behaviors• Prompt coping strategies• Self-regulation

Visual Reminders and Classroom Expectations

• Concrete reminders of expectations

• Teacher is able to prompt in a quiet, concrete and efficient manner

Video: Visual Supports in the Classroom

• How are visual supports used in this video?

• Are the supports used for behavior, instruction or academic purposes?

Visual Reminders and change in the Environment

• Provides student with concrete condition of environment

• Cues the student that computer is not available at this time

• State of arousal does not have to change vs. “Get away from computer, no computer”

Visual reminders and Self-monitoring

• Provides student with reminders of activities for the day

• Student is taught to monitor their own behavior

• Student taught to take his/her own break (ie. Drink of water)

• Student provided with positive feedback

Degree of Structure

• Students understand what is expected and can regulate arousal

• Providing students with visual reminder of rules defines exceptions in concrete fashion