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Structured Teaching

Structured teaching evolved between 1971 and 1999 and is a component of the TEACCH (Treatment and Education of Autistic and related Communication handicapped Children) approach, used to enhance the learning of individuals diagnosed with communication difficulties and specifically autism. The method of structured teaching can be used across a diverse range of settings such as education, workplace and home and is appropriate for all ages, although is most frequently used in education settings. The primary aim of structured teaching is to make adaptations to the environment which enhance the learner's skill level, whilst utilising their special interests. It aims to create a learning environment which is understandable and relatable to individuals diagnosed with autism. Structured teaching is highly individualised and can be applied accordingly to each individuals learning needs, skills, interests and personality. The method assists with the development of an array of skills which are often compromised through an autism diagnosis such as: communication and cognitive skills, appropriate behaviour, social skills and self-help skills. The knowledge that visual processing is a strength in individuals diagnosed with autism is utilised in structured teaching, with the four main components focusing on visual communication to promote independent learning. The four components of structured teaching are: physical organisation/Structure, scheduling, work systems and task organisation/visual structure.

Physical Organisation/Structure

Physical structure is a component of the structured teaching framework and relates to the layout and surroundings of the school, workplace or home environment. Physical structure involves the defining of clear visual boundaries using furniture (shelves, book cases and rugs) or visual cues to partition particular areas of the environment. Physical structure may also give information on where the individual should sit or stand once they have transitioned to a specific area. These structured areas allow individuals to understand which behaviour or activity takes place in which part of the environment. For example in a classroom there may be distinct areas created by physical structure for play, snack or work. Physical boundaries offer consistency, aid organisation and allow individuals to visually understand and remember which activities take place where and which behaviour is appropriate. Physical structure can also aid with some of the attentional and sensory deficits that are common in autism. External distractions can be minimised by physically structuring the work environment with blinds or separate work spaces and an overall organised environment can assist individuals in maintaining attentional control. The equipment in each area should also be limited to simply what is needed to complete the current task to avoid confusion and distraction. The amount of physical structure needed will vary, as autism is individual and different people will require varying amounts of physical organisation depending on their developmental level. Those of a lower developmental level commonly require more physical structure, in contrast to those of a higher developmental level who may require less structure. A further component of physical structure is the implementation of a transition area where schedules are shown. This is a distinct space in the environment where individuals can go to in order to understand where they need to go next based on the physical structure of the environment.

Scheduling

The scheduling aspect of structured teaching involves organising the events of the day in a way that is both understandable and meaningful to the individual. Scheduling allows individuals with autism and other communication difficulties to understand when an activity will take place and what the activity will be, increasing independence skills. Schedules are useful to individuals with autism as they assist with deficits in auditory processing, language, organisation and time and memory impairments. Varying types of schedules can be used across a diverse range of settings (education, workplace and home) and time frames. Dependent on developmental level schedules can range from hourly to daily or yearly and more than one schedule can co-exist at one time. In an education environment for example there would be both a general class schedule outlining the timetable of the class day such as work sessions, break and lunch and personalised individual schedules, which assist learners in knowing which activities to do within the class schedule. Individual schedules must be developmentally and age appropriate to the individual; they may vary in their form from written, pictorial or tangible objects, but are always visual and uniquely personalised. Individual schedules are personalised by developmental level and interest; those of a lower developmental level may require an individual schedule made up of tangible objects such as a cup and apple to symbolise snack. Those of a slightly higher developmental level may use a pictorial schedule which shows a picture and title to represent an activity and higher cognitively developed individuals may simply have a schedule made up of written words. Regardless of the how the schedule is formed it should be presented in a left to right or top down formation in order to aid consistency, organisation and understanding. Due to individuals diagnosed with autism finding the concept of time difficult all schedules should be equally balanced of activities the individual finds challenging and enjoyable to reduce frustration. The visual nature of schedules adheres to the strengths in visual processing that autism is characterised by and compensates for deficits in receptive language.

Work Systems

Work systems can be used across a diverse range of tasks and visually communicate to the individual what is expected of them when they are in a particular workspace and provide information on task organisation. Work systems involve 'mini schedules' which visually convey information about the nature of the tasks (which tasks are to be completed), the amount of tasks to be completed (how many tasks there are), clear information on when the tasks are finished and what comes next after task completion. The work system differs from scheduling as scheduling gives information regarding location, whereas work systems give information on task organisation. The mini schedules in work systems vary in form depending on the developmental level from tangible objects to pictures, colours or numbers. Work systems are organised by a group of containers on the left of the individual labelled to the match different steps within the mini schedule and a finished container to the right of the individual. Once a task from a left container has been completed it is moved to the finished container on the right hand side. The mini schedule is used to determine the order in which the tasks are completed. For example when using colours the mini schedule may firstly show a green circle, this can then be matched to the task container on the left hand side displaying the same green circle. The task would then be completed and placed in the finished container and the process would continue for the remaining colours This matching process works consistently with mini schedules shown in colours, pictures, numbers or with tangible objects. All mini schedules in work systems also include a 'what next' activity, which can be a play activity to provide a clear finish to motivate the individual to task completion. Visual work systems accommodate for organisation and attentional deficits and the confused concept of time associated with autism, by providing a clear structure from start to finish.

Task Organisation/Visual Structure

Task organisation is another component of structured teaching and provides visual information on how to complete a specific task. Whilst work systems convey sequentially the order of multiple tasks, how many are to be completed and when they are complete; task organisation gives more specific visual instructions on how to complete each individual task. Task organisation involves the visual organisation of materials and the implementation of jigs in order to enhance attentional control and understanding. Jigs can be described as blueprints and provide visual instructions on how to complete a task, with the complexity of the jig depending on developmental level. They can be presented using pictures, colours, numbers or in written form. Jigs offer an alternative to typical worksheets or written instructions which often contain an overwhelming amount of information for those diagnosed with autism. This task organisation enables individuals to complete tasks without reliance on constant supervision and direction, aiding independence. A further component of task organisation is the organisation of materials, which are both limited to preserve attention and often presented in separate containers in left to right or top down formation. For example in a colour matching task there may be numerous coloured containers and a container full of crayons; the individual then works from left to right to sort the coloured crayons into the correct colour matched containers. Task organisation can also be used in a home or workplace environment; for example making a sandwich can be shown pictorially alongside brief instructions, with the appropriate materials and ingredients matched to each stage. Task organisation improves independence, understanding and organisation skills, which can be transferred across varying tasks and environments.