structured teaching
DESCRIPTION
TRANSCRIPT
Structured TeachingPlanning for Success
Kristen IngramChesapeake Public Schools
What is structured teaching?
Developed by TEACCH Framework of learning supports Describes the conditions under
which a person should be taught rather than what they should be taught
Designed to increase overall independent functioning
Components of structured teaching
Structured Teaching
PhysicalStructure
VisualSchedules
WorkSystems
We know children with autism have difficulties with…
Language Comprehension Expressive Language Social Relations Sensory Processing Change in routines Organization And attending to relevant stimuli
Structured teaching helps by…
Creating predictable order in the environment
Developing appropriate activities
And communicating expectations
Under these conditions, children can focus on relevant information
And most importantly…
Structured teaching helps children learn how to learn!
COMPONENT 1:Physical Structure
Refers to the arrangement of our physical environment, including: Location Design/Layout Minimize distractions Organization of materials
Physical structure provides environmental organization for children with autism
Three important questions
What is to occur in this area? Where does it begin and end? How should I get here? (The most
direct route)
Discuss these two writing
centers.
Strengths?
Concerns?
COMPONENT 2:Visual Schedules
Visuals help address a child’s difficulty with sequential memory and organization of time
Assist children with language delays to understand what is expected of them
Lessen fear of the unknown Allow children to become more
independent in transitioning throughout their day
Auditory vs. Visual Information
Many children with autism understand what they see better than what they hear
AUDITORY INFORMATION IS FLEETING What do you hear yourself saying over
and over again? What do your verbal children ask you
over and over again?
Keep in mind…
Schedules must always be presented from top to bottom or left to right and should include a way to indicate “finished” or “all done”.
They should be used consistently, think of them as a prosthetic device
Consistency = Independence
Types of Visuals
Sentences
Phrases
Words
Line Drawings with Words
Line Drawings
Photographs
Actual Objects
Object Schedule
Photograph Schedule
Line Drawing Schedule
More Schedules
Color Coding
A check in system
1. A “check schedule” card is kept right next to the schedule. When it is time for the student to transition to the next activity the card is handed to the student with the request to “check your schedule”. The student will bring the card back to the place where it belongs, thus bringing him to his schedule.
2. Once the student is at their schedule they can be cued or physically assisted to take the next card on the schedule.
3. The picture in their hand tells them where they are going. A “receiver envelope” is kept at the site where the activity will occur. The student puts the picture in the envelope and then he is right there where the activity takes place—transition complete!
Communication Boards
Choice Board
Make it portable
Visuals for Break
Identifying the need for a break and getting a break appropriately are important skills.
Choosing an appropriate break and one that will enable them to return to an activity is equally important.
First-Then Cards
Simple contracts students are able to visually refer back to when needed
Establishes motivation for less preferred tasks and activities
More examples of first-then
COMPONENT 3:Work Systems
Work systems are a way of presenting materials in order for students to learn to work independently
Again…teaching children how to learn
Work systems can reflect any type of task or activity (academic, daily living skills, recreation, or leisure)
4 Important Questions
What is the work to be done? What is the nature of the task?
How much work is to be done? When am I finished? What do I do next?
References for Pictures Boardmaker computer program from Mayer
Johnson (www.mayer-johnson.com) images.google.com Writing With Symbols computer program PixWriter computer program digital camera photos magazine and catalog pictures labels from food products, toy boxes, etc.
Velcro sources: www. feinersupply.com www.fastenation.com (Dual Lock clear Velcro) www.textol.com www.hookandloop.com
Web sites
www.dotolearn.com This site has many ready-made visuals which are easy
to print and use. www.usevisualstrategies.com
This site has pictures to download and lots of resources. www.mayerjohnson.com
Check out this site to find out more about Boardmaker and other resources.
www.tinsnips.org This site has some simple picture recipes.
www.teacch.com This site has tons of information on autism and related
issues, including structured work tasks. www.playsteps.com
This site illustrates and sells visually structured play tasks.
Books
Visual Strategies for Improving Communication by Linda Hodgdon
Solving Behavior Problems in Autism by Linda Hodgdon Both of these books are available from Quirk
Roberts Publishing (P.O. Box 71 Troy, Michigan 48099-0071) or at www.usevisualstrategies.com.
Teaching Children with Autism: Strategies to Enhance Communication and Socialization by Kathleen Quill, New York: Delmar Publishers Inc., 1995.