Transcript Structured Teaching Strategies: Part 1 Physical Structure and Visual Schedules in the School Setting.

Structured Teaching Strategies:
Part 1
Physical Structure and Visual
Schedules in the School Setting
Structured Teaching
• A set of teaching techniques
• Division TEACCH (Training and Education of
Autistic and related Communicationhandicapped Children)
• http://teacch.com/
• Can be implemented across settings and
curriculum areas
• Serve as a vehicle to teach skills, and/or as a
framework for a classroom setting
Structured Teaching
• Based on an understanding of how Autism
impacts the student
• Capitalize on student strengths
Visual Structure
• Five Elements
of Materials
Routines and
Visual Strategies
WORK SYSTEMS
SCHEDULES
PHYSICAL STRUCTURES
Physical Structure
Why Should I Use Physical Structure
with My Students with ASD?
• Research indicates that the way the classroom
environment is arranged influences the
learning of individual with ASD (Hurth, Shaw,
Izeman, Whaley, & Rogers, 1999)
• Research has found that students in organized
and structured classrooms demonstrate more
on task behavior and higher academic
achievement. (Heflin & Alberto, 2001)
Organized v. Disorganized
How Do I Implement Physical
Structure?
• Create Clear Physical and/or visual boundaries
to help students know where each area begins
and ends.
• Minimize auditory and visual distractions
Create clear physical and/or visual
boundaries
• First, identify the different areas you would
like to create in your classroom.
– Teacher directed activities
– Small or large group activities
– Centers
– Individual/independent work
Create clear physical and/or visual
boundaries
• Next, segment the different areas using
boundaries or visual cues.
– Furniture
– Teacher created materials such as fabric, table top
dividers, masking tape
– Visual cues such as colored rugs, labels, placemats
Create clear physical and/or visual
boundaries
• Then teach students how to move through the
classroom space and what the expectations
are for each segmented area.
Minimize auditory and visual
distractions
• Consider how much information is posted on
classroom walls
– Determine if what is posted is relevant to the class
activity
– Consider reducing the amount of stimuli in the
classroom
• Consider sources of noise from other areas
• Consider visual distractions
– Windows, doors, fans, reflective surfaces, computers
Examples of Strategies to Minimize
Distractions
Examples of Strategies to Minimize
Distractions
Examples of Strategies to Minimize
Distractions
Examples of Strategies to Minimize
Distractions
Examples of Strategies to Minimize
Distractions
Tips for Implementing
• Establish organizational systems at the
beginning of the year and teach all students
how to use them.
• Continue to assess how the classroom
environment is impacting the students
behavior and attention and make
organizational changes throughout the school
year.
Visual Schedules
Why Should I Use a Visual Schedule
with My Students with ASD?
• Research indicates that students with ASD have
strengths in visuospatial skills and sustained
attention (Quill, 1997).
• Research has shown that students with ASD are
able to attend to visual information more
successfully (Garretson, Fein, & Waterhouse,
1990)
• Visual Schedules help students with ASD in
becoming independent of adult prompts and
cues (Mesibov, Shea, & Schopler, 2005)
• Visual Schedules reduce anxiety in students with
ASD
How Do I Implement Visual Schedules?
• Design the format
– Form of representation – object, photo, icon
– Length of schedule and presentation format
– Way of manipulating the schedule
– Location of the schedule
– Initiation of use of the schedule
Form of Representation
• Objects
• Photos
• Icons
• Words
Length of Schedule and Presentation
Format
• 1 Activity displayed at a time
• 3 Activities displayed at a time, left-to-right
presentation
• Half-day schedule,
top to bottom presentation
Way of Manipulating the Schedule
• Students carry their schedule cards to the
designated location and match them to a
corresponding pocket when they arrive.
• Students move the activity from the “to-do”
side to the “done” side as activities are
completed
• Students mark off the activity on their
schedule when it is finished.
Location of the Schedule
Initiation of Use of the Schedule
What Do I Do Next?
http://www.youtube.com/watch?v=em01IJU_
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For More Information:
http://www.iidc.indiana.edu/index.php?pageId=
32