Structured Teaching and Environmental Supports

by

Gary B. Mesibov & Victoria Shea

Chapter 5

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

What Is Structure?

Teacher or caregiver decidesWhat the learning activities will beWhere they will take placeHow long they will lastWhat visual information to use

These decisions are based on individual the student’s needsNot based on convenience or

preferences

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

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

Where can Structured Teaching be used?

All settings, includingHomeSchoolsWork sitesTherapy sessionsRecreational activitiesCommunity settings

Who is Structured Teaching appropriate for?

May be adapted for individuals with ASDs:Of all agesOf all developmental levels

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

“Culture of Autism”

The characteristic patterns of thinking and behavior of ASDs

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

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)

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

Autism Characteristics

Different combination of characteristics in every individual w/ ASDs; therefore:Not appropriate to use a standardized

curriculumEducational plans must be

individualized and updated frequently

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

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

Structured Teaching & Families

Respect for families is integral to the Structured Teaching approach

Professionals and parents should work together as a teamShare information in a notebook that

travels with student between home and school

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?

Uh oh…

Indications that the answers to those 5 questions aren’t clear enough:Wandering/running around the roomAsking repetitive questions during

activityRefusing to start or end activityLeaving an activity before it’s completedTantrums during the activity

Visual Schedules

Use schedules of activities that areVisualAccurateIndividualizedFlexible (need to be able to change

them as circumstances change)

Use of Schedule Varies by Developmental Level

At earliest level, hand student objects indicating “what’s next”Cup means snack timeRoll of toilet paper means bathroom

time At later levels, direct student to check

his schedule

Types of Schedule Systems

Object schedule (e.g., row of objects on top of bookcase)

Picture schedule Written schedule

Amount of Info on Schedule

Regardless of schedule format, amount of info varies according to student’s ability to understandSome only understand “What’s next”Some can handle schedule of next 2-3

activitiesSome can handle partial or full-day

schedules

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)

Practical Strategies: How to Answer the 5 Questions

“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

“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

“What work or activity will I do?”

Keep materials organized withBasketsFile foldersClear containersVelcro and tapeClips

“What work or activity will I do?”

Highlight the most important parts:Make them largerHighlight themPut a colored frame around themEliminate clutter on the table or desk

top

“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

“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 timeHour glassTimerVisual symbol system (e.g., teacher

takes away one clothes pin every minute)

“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

“What will I do next?”

Teach students to engage in an acceptable activity in a designated spot until it’s time for next activityIf 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

Conclusion

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