It may be necessary to emphasize the most important aspects of the task or activity in an effort to make the meaning more salient. Students with ASD may also have difficulty interpreting the importance of information and give undue attention to details (Mesibov et al., 2005). Limiting the amount of information and size of the work space to reduce stimulation may also be helpful. The placement of materials in containers, folders, baskets, or trays may be beneficial. It is often necessary for staff members to assist in organizing materials, and to present them in a minimally stimulating manner. Worksheets with a great deal of information, or large quantities of materials that may fall or become mixed together may be distracting or overwhelming for students. Students with ASD may have greater difficulty in organizing and sequencing materials due to deficits in executive functioning (Mesibov et al., 2005) and/or challenges in modulating sensory input. Providing information visually capitalizes on the strengths of students and provides more opportunities for the student to practice the skill independently (without relying on verbal directives from staff). Providing the information visually, embedded within the activity, instead allows students to continually refer to instructions and have a clearer understanding of what is expected. When instructions related to a task or assignment are given verbally, students with ASD may have difficulty understanding and responding quickly and appropriately. ![]() There is substantial evidence that students with ASD have strengths in processing visual information in comparison to processing language or auditory information (Mesibov et al., 2005 Quill, 1997). ![]() Several additional considerations may be required. Traditional teaching procedures and resources, such as standard lectures and worksheets, may not be appealing or easy to understand for students with ASD. This article focuses on visual structure in the school setting.Įngagement of students with ASD is less likely unless careful planning in the design of educational materials and activities occurs. Division TEACCH developed a visual to illustrate the Structured Teaching components - the Structured Teaching pyramid: There are five elements of Structured Teaching that build on one another, and all emphasize the importance of predictability and flexible routines in the classroom setting. These include providing predictable and meaningful routines through the use of structure, adding visual/structural supports to classroom instruction and activities to increase engagement and independence, and clearly organizing classroom spaces and teaching materials to reduce anxiety and increase appropriate behavior. ![]() Structured Teaching strategies, however, capitalize on the strengths of students with ASD. Differences in auditory processing, imitation, motivation, and organization can hinder the educational success of students with ASD, as most traditional teaching strategies rely heavily on verbal instructions, demonstration, social reinforcement, and sequencing chunks of information or directives. These teaching strategies are based on an understanding of how autism impacts the thinking, learning, and behavior of an individual with ASD. Structured Teaching (opens in a new window) is a set of teaching techniques developed by Division TEACCH ( Training and Education of Autistic and related Communication-handicapped Children), a state-wide program serving individuals with autism spectrum disorders (ASD) in North Carolina.
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