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AN INTRODUCTION TO AN INTRODUCTION TO STRUCTURED TEACHINGSTRUCTURED TEACHING
Presented by: Presented by:
Valerie Gruenwald, Valerie Gruenwald,
School School PsychologistPsychologist
Palatine, Illinois, Palatine, Illinois, USAUSA
Introduction to Structured TeachingIntroduction to Structured Teaching 22
STRUCTURED TEACHINGSTRUCTURED TEACHING
Based on the Heartland Model for Teaching Based on the Heartland Model for Teaching Students with Autism, developed by the Students with Autism, developed by the Heartland Area Education Agency in Iowa, USAHeartland Area Education Agency in Iowa, USA
Merges best practices from a variety of methods, Merges best practices from a variety of methods, primarily primarily TEACCHTEACCH((TTreatment and reatment and EEducation of ducation of AAutistic and related utistic and related CCommunication-handicapped ommunication-handicapped ChChildren) ildren)
Developed at the University of North Carolina, Developed at the University of North Carolina, Chapel HillChapel Hill
Introduction to Structured TeachingIntroduction to Structured Teaching 33
STRUCTURED TEACHINGSTRUCTURED TEACHING
Goal: Goal:
The primary goal of this educational The primary goal of this educational approach is to develop approach is to develop
independenceindependence and and communication skillscommunication skills
for both academic skills and life skills.for both academic skills and life skills.
Introduction to Structured TeachingIntroduction to Structured Teaching 44
STRUCTURED TEACHINGSTRUCTURED TEACHING
Emphasis: Create conditions needed for Emphasis: Create conditions needed for success success
Use the student’s strengths to – Use the student’s strengths to –
plan plan accommodationsaccommodations that will that will increase the likelihood of success and increase the likelihood of success and minimize the likelihood that problems will occurminimize the likelihood that problems will occur
Introduction to Structured TeachingIntroduction to Structured Teaching 55
Cognitive/behavioral difficulties Cognitive/behavioral difficulties observed in autism observed in autism
Autism restricts the individual’s ability to:Autism restricts the individual’s ability to: scanscan the environment the environment determinedetermine what is relevant and what is irrelevant what is relevant and what is irrelevant
to the situation to the situation selectively selectively attend toattend to and interpret the important and interpret the important
cues, while cues, while ignoringignoring the unimportant the unimportant organizeorganize planplan actact in accordance with external demands in accordance with external demands
Introduction to Structured TeachingIntroduction to Structured Teaching 66
Cognitive/behavioral difficulties Cognitive/behavioral difficulties observed in autism observed in autism
When these difficulties are combined with When these difficulties are combined with communication and socialization deficits communication and socialization deficits (ability to ask questions, learn from (ability to ask questions, learn from modeling), the result is:modeling), the result is:
Dependence upon othersDependence upon others for prompts about for prompts about what to do.what to do.
Introduction to Structured TeachingIntroduction to Structured Teaching 77
Individuals with autism tend to:Individuals with autism tend to:
Do best withDo best with
Concrete informationConcrete information
Specific information, Specific information, memorizationmemorization
StructureStructure
Visual information/cuesVisual information/cues
Clear expectations & Clear expectations & rulesrules
Have difficulty withHave difficulty with
Abstract ideasAbstract ideas
Generalization, application of Generalization, application of knowledge and skills knowledge and skills
Organizing behavior, time, Organizing behavior, time, steps to accomplish a goalsteps to accomplish a goal
Auditory processing and Auditory processing and language comprehensionlanguage comprehension
Judgment – interpreting Judgment – interpreting general rules for specific general rules for specific situationssituations
Introduction to Structured TeachingIntroduction to Structured Teaching 88
Individuals with autism tend to:Individuals with autism tend to:
Do best withDo best with
Routines and Routines and predictabilitypredictability
Learning specific ways to Learning specific ways to deal with situationsdeal with situations
Information about what Information about what toto dodo
One thing at a timeOne thing at a time
Have difficulty withHave difficulty with
Surprises and unexpected Surprises and unexpected changeschanges
Problem-solvingProblem-solving
Figuring out what Figuring out what toto do do when told only what when told only what notnot to to dodo
Managing multiple demandsManaging multiple demands
Introduction to Structured TeachingIntroduction to Structured Teaching 99
GLOBAL STRATEGYGLOBAL STRATEGY
The global strategy is to use The global strategy is to use visual structurevisual structure and and visual supportsvisual supports to: to:
make the environment more predictable and make the environment more predictable and understandableunderstandable
enable the student to perform activities more enable the student to perform activities more independentlyindependently
enable the student to better understand enable the student to better understand communication and to express himselfcommunication and to express himself
Introduction to Structured TeachingIntroduction to Structured Teaching 1010
Using visual structure in the environment Using visual structure in the environment makes the most of strengths in:makes the most of strengths in: visual organizationvisual organization comprehension of information presented visuallycomprehension of information presented visually concrete thinkingconcrete thinking following a routinefollowing a routine
Visual supports also minimize auditory Visual supports also minimize auditory processing/language difficulties, and reduce processing/language difficulties, and reduce the likelihood of anxiety, over-stimulation, the likelihood of anxiety, over-stimulation, and confusion. and confusion.
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1111
Main Components:Main Components: Physical structure – Arrange the classroom and Physical structure – Arrange the classroom and
materials to provide visual cues to help the materials to provide visual cues to help the student know what to do, and to reduce student know what to do, and to reduce distractions.distractions.
Create a quiet environment, free of Create a quiet environment, free of unnecessary “clutter” (things and noise)unnecessary “clutter” (things and noise)
Create physical and visual boundaries to Create physical and visual boundaries to define specific areasdefine specific areas
Organize the environment so that the student Organize the environment so that the student knows where to go and what to do once he knows where to go and what to do once he gets theregets there
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1212
Typical classroom areas:Typical classroom areas:
Group InstructionGroup Instruction
1:1 Teaching1:1 Teaching
Independent WorkIndependent Work
Play/LeisurePlay/Leisure
Sensory ActivitiesSensory Activities
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1313
Tools:Tools: Furniture arranged to create barriersFurniture arranged to create barriers DividersDividers Tiled flooring and area rugsTiled flooring and area rugs Tape (electrical tape in different colors) to Tape (electrical tape in different colors) to
define areasdefine areas Labels/pictures to clearly mark containers, Labels/pictures to clearly mark containers,
files, etc. for student materialsfiles, etc. for student materials
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1414
Use of color, photos, names – Use of color, photos, names –
Use unique personal colors, as well as Use unique personal colors, as well as photos and printed names, to help the photos and printed names, to help the students locate their places in the setting.students locate their places in the setting.
VisuallyVisually answer the questions: answer the questions: ““What is my place?” What is my place?” ““What are my things?”What are my things?”
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1515
Examples:Examples: place at table/ chairplace at table/ chair independent work areaindependent work area place when lining upplace when lining up locker/cubbylocker/cubby mail folder or drawermail folder or drawer bins with tasks and materialsbins with tasks and materials
GLOBAL STRATEGYGLOBAL STRATEGY
Introduction to Structured TeachingIntroduction to Structured Teaching 1616
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
SCHEDULESSCHEDULES
A schedule answers the questions: A schedule answers the questions: Where do I go? Where do I go? When? When?
It may also help to answer: It may also help to answer: Who will be there? Who will be there? What will happen?What will happen?
Introduction to Structured TeachingIntroduction to Structured Teaching 1717
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
A A scheduleschedule teaches a student to anticipate teaches a student to anticipate events and to organize them in time. events and to organize them in time.
There is less anxiety and frustration when the There is less anxiety and frustration when the student understands what will happen next, student understands what will happen next, and when he will get to engage in pleasurable and when he will get to engage in pleasurable activities. activities.
The student can wait for preferred activities The student can wait for preferred activities much better if he knows that he can count on much better if he knows that he can count on those activities at a certain time.those activities at a certain time.
Introduction to Structured TeachingIntroduction to Structured Teaching 1818
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS Schedules: Schedules:
Teach the concept that activities are separate and Teach the concept that activities are separate and distinctdistinct
Teach “First-Then” conceptTeach “First-Then” concept Establish routinesEstablish routines Make the day predictableMake the day predictable Give advance warning of transitionsGive advance warning of transitions Let the student know when breaks and Let the student know when breaks and
pleasurable activities will occur, as well as work-pleasurable activities will occur, as well as work-related activities related activities
Draw on strengths in sequential memoryDraw on strengths in sequential memory Provide flexibility Provide flexibility
Introduction to Structured TeachingIntroduction to Structured Teaching 1919
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Visual Schedules: Visual Schedules: Range in complexity depending upon the Range in complexity depending upon the
student. student.
Duration: Duration: ““First – Then” First – Then” Partial day Partial day Whole dayWhole day
Introduction to Structured TeachingIntroduction to Structured Teaching 2020
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Represent information using (in order Represent information using (in order of complexity): of complexity): ObjectsObjects PhotosPhotos Icons/ line drawings (e.g., Boardmaker Icons/ line drawings (e.g., Boardmaker
software program)software program) Pictures + wordsPictures + words Print onlyPrint only
Introduction to Structured TeachingIntroduction to Structured Teaching 2121
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Visual Schedules – typical example:Visual Schedules – typical example: Each student has an individual picture schedule, Each student has an individual picture schedule,
most often located at his independent work area. The most often located at his independent work area. The tagboard strip holding the schedule pictures is the tagboard strip holding the schedule pictures is the student’s personal color and/or has his photo or student’s personal color and/or has his photo or printed name at the top. printed name at the top.
The pictures are attached to the schedule strip with The pictures are attached to the schedule strip with Velcro, and can be removed and carried to the next Velcro, and can be removed and carried to the next location/activity.location/activity.
A larger, identical picture is taped at each location A larger, identical picture is taped at each location within the room, and has several Velcro dots within the room, and has several Velcro dots underneath, where the student attaches his schedule underneath, where the student attaches his schedule picture.picture.
Introduction to Structured TeachingIntroduction to Structured Teaching 2222
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
At the conclusion of each activity, the adult gives At the conclusion of each activity, the adult gives the student a “check schedule” card (depending the student a “check schedule” card (depending upon the student’s level, this may be a small upon the student’s level, this may be a small tagboard strip of the student’s individual color, tagboard strip of the student’s individual color, possibly with his name, or simply a checkmark or possibly with his name, or simply a checkmark or other visual cue).other visual cue).
The student goes to his schedule, puts the The student goes to his schedule, puts the “check” card in an attached envelope or cup, “check” card in an attached envelope or cup, removes the top picture from the schedule, takes removes the top picture from the schedule, takes it to the illustrated location, and places it on one it to the illustrated location, and places it on one of the Velcro dots.of the Velcro dots.
Introduction to Structured TeachingIntroduction to Structured Teaching 2323
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Variations:Variations:
Stationary (stays in one location, as described Stationary (stays in one location, as described above) or portable (carried by the student to each above) or portable (carried by the student to each location)location)
Individual or group: A group schedule is typically Individual or group: A group schedule is typically used only for the highest level students who can used only for the highest level students who can manage a larger environment and general, rather manage a larger environment and general, rather than personalized, cuesthan personalized, cues
Top to bottom or left to right: Left to right Top to bottom or left to right: Left to right corresponds to the sequence for reading; top to corresponds to the sequence for reading; top to bottom is the format typically used for listsbottom is the format typically used for lists
Introduction to Structured TeachingIntroduction to Structured Teaching 2424
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
There are many ways to represent the There are many ways to represent the
schedule. It should be in whatever format is schedule. It should be in whatever format is
most meaningful for the particular student. most meaningful for the particular student.
As it becomes possible, take steps toward a As it becomes possible, take steps toward a
format that is convenient and similar to what format that is convenient and similar to what
is used by same-age peers.is used by same-age peers.
Introduction to Structured TeachingIntroduction to Structured Teaching 2525
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Routine: Routine: Check the scheduleCheck the schedule Go to the locationGo to the location Follow the system in place for completing Follow the system in place for completing
the activitythe activity
Introduction to Structured TeachingIntroduction to Structured Teaching 2626
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
REMINDER: REMINDER: Schedule – Answers questions: Schedule – Answers questions: Where do I go? Where do I go? When? When?
Work System: Answers questions: Work System: Answers questions: What do I do? What do I do? How do I accomplish my work?How do I accomplish my work?
Introduction to Structured TeachingIntroduction to Structured Teaching 2727
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
WORK SYSTEMWORK SYSTEM: :
A highly structured method for presenting work A highly structured method for presenting work which allows the student to work independently. which allows the student to work independently.
Incorporates a consistent routine for Incorporates a consistent routine for accomplishing a series of tasks – academic or accomplishing a series of tasks – academic or practical life skills.practical life skills.
Introduction to Structured TeachingIntroduction to Structured Teaching 2828
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Most commonly used in independent Most commonly used in independent work work stationsstations. In this application, it includes:. In this application, it includes:
Where to find the tasks that need to be completedWhere to find the tasks that need to be completed
Where to do the workWhere to do the work
Where to put each task once it is doneWhere to put each task once it is done
In what order to do the tasksIn what order to do the tasks
What to do when all the work is finishedWhat to do when all the work is finished
Introduction to Structured TeachingIntroduction to Structured Teaching 2929
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
The work system “talks” to the child. When The work system “talks” to the child. When the student arrives at his independent work the student arrives at his independent work station, the set-up should “tell” him what it is station, the set-up should “tell” him what it is he needs to do without any extra he needs to do without any extra explanations or directions from the teacher.explanations or directions from the teacher.
Introduction to Structured TeachingIntroduction to Structured Teaching 3030
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
4 Questions to be answered by the work system4 Questions to be answered by the work system
1. What do I have to do?1. What do I have to do?
2. How much do I have to do? 2. How much do I have to do?
3. How do I know when I’m finished?3. How do I know when I’m finished?
4. What do I do – or what do I get - when 4. What do I do – or what do I get - when I’m finished?I’m finished?
Introduction to Structured TeachingIntroduction to Structured Teaching 3131
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Example – physical setup: Example – physical setup: Student desk labeled with a “work” icon and a Student desk labeled with a “work” icon and a
strip holding removable cards (Velcro) with strip holding removable cards (Velcro) with numbers 1, 2, 3, and “check schedule” numbers 1, 2, 3, and “check schedule”
Shelf to left of desk with three boxes/bins Shelf to left of desk with three boxes/bins containing taskscontaining tasks
Each bin is numbered 1, 2, or 3 and has a Velcro Each bin is numbered 1, 2, or 3 and has a Velcro dot next to the numberdot next to the number
Large box to right of desk is labeled “Finished”Large box to right of desk is labeled “Finished”
Introduction to Structured TeachingIntroduction to Structured Teaching 3232
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Example – process:Example – process: Student removes card with number 1 from the Student removes card with number 1 from the
strip on the deskstrip on the desk Attaches to Velcro next to matching number 1 on Attaches to Velcro next to matching number 1 on
the first binthe first bin Takes the task from the bin and puts it on his deskTakes the task from the bin and puts it on his desk Completes the taskCompletes the task Puts the task in the “Finished” boxPuts the task in the “Finished” box Repeats process for number 2, then number 3Repeats process for number 2, then number 3 Takes remaining “check schedule” card and goes Takes remaining “check schedule” card and goes
to his schedule to see what he needs to do nextto his schedule to see what he needs to do next
Introduction to Structured TeachingIntroduction to Structured Teaching 3333
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
4 Questions: 4 Questions: 1. What do I have to do? 1. What do I have to do?
The tasks in the binsThe tasks in the bins
2. How much do I have to do? 2. How much do I have to do? 3 tasks3 tasks
3. How do I know when I’m finished? 3. How do I know when I’m finished? All the tasks are in the “Finished” boxAll the tasks are in the “Finished” box
4. What do I do when I’m finished? 4. What do I do when I’m finished? Check my scheduleCheck my schedule
Introduction to Structured TeachingIntroduction to Structured Teaching 3434
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Other examples for connecting the work Other examples for connecting the work system to the tasks to be completed:system to the tasks to be completed: Match colors, shapes, or symbols Match colors, shapes, or symbols (letters, numbers)(letters, numbers)
Take tasks from “Work” bin/folder, place in Take tasks from “Work” bin/folder, place in “Finished” bin/folder when done“Finished” bin/folder when done
Take tasks in order from a divided file-holderTake tasks in order from a divided file-holder
Introduction to Structured TeachingIntroduction to Structured Teaching 3535
The goal of the independent work station The goal of the independent work station is have a set place where the student is have a set place where the student accomplishes work independently, with accomplishes work independently, with enough structure and visual cues to enough structure and visual cues to eliminate the need for adult assistance eliminate the need for adult assistance and prompting. Though initial teaching and prompting. Though initial teaching will be necessary for the student to learn will be necessary for the student to learn the process for his work system, the adult the process for his work system, the adult should reduce her involvement as quickly should reduce her involvement as quickly as possible. as possible.
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Introduction to Structured TeachingIntroduction to Structured Teaching 3636
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Tasks and skills are taught in the 1:1 Tasks and skills are taught in the 1:1 teaching setting. Once they are mastered, teaching setting. Once they are mastered, they can be transferred to independent work they can be transferred to independent work to both reinforce the skill and to reinforce to both reinforce the skill and to reinforce working independently.working independently.
Introduction to Structured TeachingIntroduction to Structured Teaching 3737
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Other applications of a work system:Other applications of a work system: The steps of a bathroom routineThe steps of a bathroom routine
Pull down clothingPull down clothing Use toilet Use toilet WipeWipe FlushFlush Pull up clothingPull up clothing Wash handsWash hands Dry handsDry hands Put paper towel in trashPut paper towel in trash Check scheduleCheck schedule
Introduction to Structured TeachingIntroduction to Structured Teaching 3838
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
The steps of an entrance/locker routineThe steps of an entrance/locker routine Take off backpack and coatTake off backpack and coat
Open backpackOpen backpack
Notebook and lunch in basketsNotebook and lunch in baskets
Coat in lockerCoat in locker
Backpack in lockerBackpack in locker
Check scheduleCheck schedule
Introduction to Structured TeachingIntroduction to Structured Teaching 3939
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Performing a classroom job (attendance)Performing a classroom job (attendance) Look around group tableLook around group table
Place each student’s picture (or name) under “At Place each student’s picture (or name) under “At School” School”
Place other pictures (or names) under “At Home”Place other pictures (or names) under “At Home”
Take attendance to officeTake attendance to office
Check scheduleCheck schedule
Introduction to Structured TeachingIntroduction to Structured Teaching 4040
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Common formatsCommon formats
Each picture or word/phrase for steps of the Each picture or word/phrase for steps of the routine is attached to a laminated card with routine is attached to a laminated card with VelcroVelcro
As each step is completed, it is removed and As each step is completed, it is removed and placed in envelope or plastic bag attached to placed in envelope or plastic bag attached to the back or bottom of the cardthe back or bottom of the card
The pictures or words/phrases are glued to The pictures or words/phrases are glued to the right side of a card, then laminated; a flap the right side of a card, then laminated; a flap opens and closes over each stepopens and closes over each step
Introduction to Structured TeachingIntroduction to Structured Teaching 4141
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
Common formatsCommon formats
As each step is completed, the flap is closed As each step is completed, the flap is closed (Velcro dot)(Velcro dot)
The pictures or words/phrases are glued to The pictures or words/phrases are glued to the card, then laminated. As each step is the card, then laminated. As each step is completed, it is crossed off using an completed, it is crossed off using an erasable markererasable marker
Introduction to Structured TeachingIntroduction to Structured Teaching 4242
SCHEDULES AND WORK SYSTEMSSCHEDULES AND WORK SYSTEMS
QUESTIONS SO FAR? QUESTIONS SO FAR?
Introduction to Structured TeachingIntroduction to Structured Teaching 4343
INSTRUCTIONAL ACCOMMODATIONSINSTRUCTIONAL ACCOMMODATIONS
Incorporate Incorporate visual organizationvisual organization, , visual visual clarityclarity, and , and visual instructionsvisual instructions into teaching into teaching activities to help students learn skills and to activities to help students learn skills and to perform them as independently as possible.perform them as independently as possible.
Visual Organization Visual Organization Organize the space and materials, make it easy to Organize the space and materials, make it easy to
follow the sequence of steps.follow the sequence of steps. Limit the area and materials to what is neededLimit the area and materials to what is needed Make the purpose of each section and component Make the purpose of each section and component
clearclear
Introduction to Structured TeachingIntroduction to Structured Teaching 4444
Use containers, divided sections, etc. to separate Use containers, divided sections, etc. to separate tasks and their component partstasks and their component parts
Visual Clarity – Highlight important Visual Clarity – Highlight important information to clarify concepts and help information to clarify concepts and help focus attention on the most relevant focus attention on the most relevant information.information. Examples: color coding; labeling important Examples: color coding; labeling important
categoriescategories
INSTRUCTIONAL INSTRUCTIONAL ACCOMMODATIONSACCOMMODATIONS
Introduction to Structured TeachingIntroduction to Structured Teaching 4545
Visual Instructions – Provide the student with Visual Instructions – Provide the student with information about what to do and the information about what to do and the sequence of steps to complete the task. sequence of steps to complete the task. Visual instructions will help the student to be Visual instructions will help the student to be flexible and to generalize a skill. flexible and to generalize a skill.
Can include:Can include: Pictures/ photosPictures/ photos Sample productSample product Written instructionsWritten instructions
INSTRUCTIONAL INSTRUCTIONAL ACCOMMODATIONSACCOMMODATIONS
Introduction to Structured TeachingIntroduction to Structured Teaching 4646
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Begin with emerging skills Begin with emerging skills
Present tasks in a way that uses the Present tasks in a way that uses the student’s strengths; build in support for student’s strengths; build in support for weaknessesweaknesses
Introduction to Structured TeachingIntroduction to Structured Teaching 4747
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Typical developmental sequence of concepts: Typical developmental sequence of concepts: MatchingMatching Copying a simple modelCopying a simple model ““Go together” (sorting objects/ pictures/ symbols Go together” (sorting objects/ pictures/ symbols
into categories)into categories) Repeating patternRepeating pattern Logical sequenceLogical sequence More advanced sorting (alphabetizing, numerical More advanced sorting (alphabetizing, numerical
order)order) Following directions to carry out complex tasksFollowing directions to carry out complex tasks
Introduction to Structured TeachingIntroduction to Structured Teaching 4848
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Reading vocabularyReading vocabulary
Typically, because of strengths in visual skills, Typically, because of strengths in visual skills, and weaknesses in auditory processing and and weaknesses in auditory processing and language skills, students with autism become language skills, students with autism become much stronger readers using a much stronger readers using a sight wordsight word approach rather than approach rather than phonicsphonics..
To help strengthen the association between a To help strengthen the association between a word and its meaning, word and its meaning, pairpair words with pictures words with pictures
Introduction to Structured TeachingIntroduction to Structured Teaching 4949
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Reading comprehensionReading comprehension Receptive and expressive language weaknesses Receptive and expressive language weaknesses
make reading comprehension difficult for make reading comprehension difficult for students with autism. students with autism.
Inferential comprehension typically remains very Inferential comprehension typically remains very difficult for even the highest functioning difficult for even the highest functioning individuals. individuals.
Difficulty with putting ideas into words to Difficulty with putting ideas into words to communicate knowledge and thoughts is a core communicate knowledge and thoughts is a core obstacle for students trying to express what they obstacle for students trying to express what they understand.understand.
Introduction to Structured TeachingIntroduction to Structured Teaching 5050
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Developmental sequence for reading Developmental sequence for reading comprehension activities: comprehension activities: Choose the correct pictureChoose the correct picture Fill in the blank (choose word from word bank)Fill in the blank (choose word from word bank) Choose the correct sentenceChoose the correct sentence Sequence the ideas presentedSequence the ideas presented Locate the needed information in a passage and Locate the needed information in a passage and
write the word/phrase/sentence to answer a basic write the word/phrase/sentence to answer a basic questionquestion
Generate own knowledge and ideas in response Generate own knowledge and ideas in response to questions or a graphic organizerto questions or a graphic organizer
Introduction to Structured TeachingIntroduction to Structured Teaching 5151
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
WritingWriting
Writing is often the most difficult academic Writing is often the most difficult academic skill for students with autism because of the skill for students with autism because of the combined factors of:combined factors of: Global language weaknessesGlobal language weaknesses
Difficulty putting ideas into wordsDifficulty putting ideas into words
Fine motor and motor planning weaknesses that Fine motor and motor planning weaknesses that affect handwritingaffect handwriting
Introduction to Structured TeachingIntroduction to Structured Teaching 5252
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Many of the strategies listed for reading Many of the strategies listed for reading comprehension activities can also be used comprehension activities can also be used for other writing activities. Additionally, for other writing activities. Additionally, alternatives to handwriting can allow the alternatives to handwriting can allow the student to communicate his ideas and student to communicate his ideas and knowledge more effectively.knowledge more effectively.
Introduction to Structured TeachingIntroduction to Structured Teaching 5353
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
Alternatives to handwriting:Alternatives to handwriting:
Pre-printed wordsPre-printed words Letter tiles or stampsLetter tiles or stamps Alpha Smart Alpha Smart Word processingWord processing
With these accommodations, some individuals With these accommodations, some individuals with autism learn to communicate much more with autism learn to communicate much more effectively through written language than through effectively through written language than through spoken language.spoken language.
Introduction to Structured TeachingIntroduction to Structured Teaching 5454
CREATING TASKS FOR ACADEMICSCREATING TASKS FOR ACADEMICS
MathMath Some individuals with autism have difficulty Some individuals with autism have difficulty
grasping the grasping the conceptconcept of of quantityquantity, and therefore , and therefore with the related concepts of basic mathematical with the related concepts of basic mathematical operations. operations.
The Touch Math method makes adding and The Touch Math method makes adding and subtracting a very concrete and systematic subtracting a very concrete and systematic processprocess
Students who can learn to count can carry out Students who can learn to count can carry out basic addition and subtraction operationsbasic addition and subtraction operations
Touch Math can also be applied to money skillsTouch Math can also be applied to money skills
Introduction to Structured TeachingIntroduction to Structured Teaching 5555
FOSTERING INDEPENDENCEFOSTERING INDEPENDENCE
The goal of all we have covered so far is to The goal of all we have covered so far is to enable the student to be as independent as enable the student to be as independent as possible, and to reduce the dependence on possible, and to reduce the dependence on prompts from others in order to carry out prompts from others in order to carry out activities. When prompts are needed, use activities. When prompts are needed, use only what is necessary to allow the student only what is necessary to allow the student to carry out the activity, and move as quickly to carry out the activity, and move as quickly as possible toward increasing independence. as possible toward increasing independence.
Introduction to Structured TeachingIntroduction to Structured Teaching 5656
FOSTERING INDEPENDENCEFOSTERING INDEPENDENCE Prompting: “Least to most hierarchy” of Prompting: “Least to most hierarchy” of
prompts = highest to lowest level of prompts = highest to lowest level of independenceindependence
Visual cues in the environment allow the Visual cues in the environment allow the highest level of independencehighest level of independence
All the below require another personAll the below require another person GestureGesture VisualVisual Verbal (spoken)Verbal (spoken) Physical (hand-over-hand; shadowing)Physical (hand-over-hand; shadowing)
Introduction to Structured TeachingIntroduction to Structured Teaching 5757
LANGUAGE DIFFICULTIESLANGUAGE DIFFICULTIES
CommunicationCommunication – An exchange of information – An exchange of information between a person communicating and a between a person communicating and a listener.listener.
Introduction to Structured TeachingIntroduction to Structured Teaching 5858
LANGUAGE DIFFICULTIESLANGUAGE DIFFICULTIES
The individual with autism: The individual with autism:
has difficulties with both receptive and expressive has difficulties with both receptive and expressive languagelanguage
processes language at a slower paceprocesses language at a slower pace lacks understanding of body language, gestures, lacks understanding of body language, gestures,
facial expressionsfacial expressions has difficulty with the communication process has difficulty with the communication process
(talk, listen, think, respond)(talk, listen, think, respond)
Introduction to Structured TeachingIntroduction to Structured Teaching 5959
LANGUAGE DIFFICULTIESLANGUAGE DIFFICULTIES
has difficulty with conversational turn-has difficulty with conversational turn-taking, which includes:taking, which includes:
Joint attention – Joint attention – “We are both paying attention to “We are both paying attention to the same thing at the same time.”the same thing at the same time.”
Reciprocity – Reciprocity – “We are both partners in this “We are both partners in this conversation. We take turns talking and listening.”conversation. We take turns talking and listening.”
Introduction to Structured TeachingIntroduction to Structured Teaching 6060
COMMUNICATION SKILLSCOMMUNICATION SKILLS
RequestRequest AttentionAttention ItemsItems ActivitiesActivities Sensory aidsSensory aids To end an activityTo end an activity
Reject or RefuseReject or Refuse ItemsItems Events/ activitiesEvents/ activities PersonPerson
Introduction to Structured TeachingIntroduction to Structured Teaching 6161
COMMUNICATION SKILLSCOMMUNICATION SKILLS
CommentComment Give informationGive information Seek informationSeek information GreetGreet Respond to social overturesRespond to social overtures Initiate social interactionsInitiate social interactions Take turnsTake turns ClarifyClarify NegotiateNegotiate
Introduction to Structured TeachingIntroduction to Structured Teaching 6262
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Steps for communicating a messageSteps for communicating a message
Gain a listener’s attentionGain a listener’s attention
Construct a request, message, or Construct a request, message, or response (requesting is an earlier skill)response (requesting is an earlier skill)
Wait for response – Was communication Wait for response – Was communication successful?successful?
Introduction to Structured TeachingIntroduction to Structured Teaching 6363
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Snack time – generally best place to begin Snack time – generally best place to begin working on basic communication skills. working on basic communication skills. Child is motivated, and subject of Child is motivated, and subject of communication is concrete. communication is concrete.
Introduction to Structured TeachingIntroduction to Structured Teaching 6464
Common early communication formatsCommon early communication formats
_________ I want ___________________ I want __________(name)(name) (item)(item)Photo choicesPhoto choices Photo choicesPhoto choices
I feel _____________ I feel _____________ (emotions, ill, tired, etc.)(emotions, ill, tired, etc.)
I need _________I need _________(break, walk, sensory bin, etc.)(break, walk, sensory bin, etc.)
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Introduction to Structured TeachingIntroduction to Structured Teaching 6565
Accommodations:Accommodations:
Use pictures/ objects/ photos/ print for Use pictures/ objects/ photos/ print for receptive receptive andand expressive language. expressive language.
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Introduction to Structured TeachingIntroduction to Structured Teaching 6666
Sequence of communication behaviorsSequence of communication behaviors:: Emotional behaviors - e.g., crying, tantrumsEmotional behaviors - e.g., crying, tantrums Gestures – e.g., reaching, pointingGestures – e.g., reaching, pointing Object exchange – e.g., hand adult a bowl or cupObject exchange – e.g., hand adult a bowl or cup Picture exchange - picture “tells” the listener what Picture exchange - picture “tells” the listener what
is desiredis desired Sentence (or phrase) stripsSentence (or phrase) strips Verbal request (or alternative form of Verbal request (or alternative form of
communication, e.g., sign language)communication, e.g., sign language) Expanded verbal communicationExpanded verbal communication
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Introduction to Structured TeachingIntroduction to Structured Teaching 6767
Methods and toolsMethods and tools PECS - Picture Exchange Communication SystemPECS - Picture Exchange Communication System
ALS (Aided Language Stimulation) ALS (Aided Language Stimulation) communication boardscommunication boards
Pictured or printed choicesPictured or printed choices
Sentence startersSentence starters
ScriptsScripts
Social storiesSocial stories
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Introduction to Structured TeachingIntroduction to Structured Teaching 6868
Accommodating for difficulties:Accommodating for difficulties:
Reduce spoken languageReduce spoken language
Especially when confused or distressedEspecially when confused or distressed
Use simple, concrete, consistent Use simple, concrete, consistent phrases/ sentencesphrases/ sentences
COMMUNICATION SKILLSCOMMUNICATION SKILLS
Introduction to Structured TeachingIntroduction to Structured Teaching 6969
SENSORY ISSUESSENSORY ISSUES
Sensory CharacteristicsSensory Characteristics May be underactive: tired, uninterested, May be underactive: tired, uninterested,
unengagedunengaged
May be overactive: restless, distracted by May be overactive: restless, distracted by excessive energyexcessive energy
Repetitive movements persist despite efforts to Repetitive movements persist despite efforts to stop themstop them
Student may be clumsy or have poor fine and/or Student may be clumsy or have poor fine and/or gross motor coordinationgross motor coordination
Introduction to Structured TeachingIntroduction to Structured Teaching 7070
SENSORY ISSUESSENSORY ISSUES
NeedsNeeds::
Space/ distance from othersSpace/ distance from others
Quiet Quiet
Pressure on the bodyPressure on the body
MovementMovement
Engrossing activities that help to calm the student Engrossing activities that help to calm the student or to increase alertness or to increase alertness
Sensory breaks built into the scheduleSensory breaks built into the schedule
Introduction to Structured TeachingIntroduction to Structured Teaching 7171
SENSORY ISSUESSENSORY ISSUES
Accommodations, strategies, and items to help Accommodations, strategies, and items to help with sensory regulation:with sensory regulation: quiet area away from othersquiet area away from others
headphonesheadphones
weighted vest, hug vest, spandex clothing itemsweighted vest, hug vest, spandex clothing items
weighted blanket, lap weights, weighted “collar” weighted blanket, lap weights, weighted “collar” across shouldersacross shoulders
body sockbody sock
bean bag chairsbean bag chairs
Introduction to Structured TeachingIntroduction to Structured Teaching 7272
SENSORY ISSUESSENSORY ISSUES
sensory objects (tactile, visual)sensory objects (tactile, visual)
seat cushionsseat cushions
therapy balltherapy ball
swingswing
music (including favorite songs)music (including favorite songs)
books (especially repetitive; include favorites)books (especially repetitive; include favorites)
heavy workheavy work
relaxation sequencesrelaxation sequences
Introduction to Structured TeachingIntroduction to Structured Teaching 7373
SENSORY ISSUESSENSORY ISSUES
Sensory strategies to increase Sensory strategies to increase arousal/alertness:arousal/alertness: Focus on changing sensations (unpredictable, Focus on changing sensations (unpredictable,
varying input)varying input)
Movement:Movement: fast, irregular movements on swingfast, irregular movements on swing change rhythm while doing power walks, dancing, change rhythm while doing power walks, dancing,
trampoline, bouncing on ball, reaching and trampoline, bouncing on ball, reaching and stretchingstretching
stand and turn aroundstand and turn around
Introduction to Structured TeachingIntroduction to Structured Teaching 7474
SENSORY ISSUESSENSORY ISSUES
Movement:Movement: animal walks animal walks
tug of wartug of war
imitate head movementsimitate head movements
gross motor activities: jumping, hopping, gross motor activities: jumping, hopping, skipping; run to target and backskipping; run to target and back
stand or sit on ball while workingstand or sit on ball while working
Introduction to Structured TeachingIntroduction to Structured Teaching 7575
SENSORY ISSUESSENSORY ISSUES
Tactile:Tactile: sandpaper, thera-putty, gel in baggie, cold water sandpaper, thera-putty, gel in baggie, cold water
play, fidgetsplay, fidgets
vibration: squiggle pen, vibrating pillowvibration: squiggle pen, vibrating pillow
Visual:Visual: flashlight to highlight paper, brightly colored flashlight to highlight paper, brightly colored
paper, varying fontpaper, varying font
Auditory:Auditory: fast music, changing pacefast music, changing pace
Introduction to Structured TeachingIntroduction to Structured Teaching 7676
SENSORY ISSUESSENSORY ISSUES
Olfactory:Olfactory: peppermintpeppermint
Oral:Oral: battery-operated toothbrushbattery-operated toothbrush
spicy, sour, crunchy foods to chew onspicy, sour, crunchy foods to chew on
ice waterice water
Introduction to Structured TeachingIntroduction to Structured Teaching 7777
BEHAVIOR ISSUESBEHAVIOR ISSUES
Emotional and Behavioral CharacteristicsEmotional and Behavioral Characteristics Emotional responses can be intense and Emotional responses can be intense and
uninhibiteduninhibited Moods can change quickly, often without any Moods can change quickly, often without any
identifiable causeidentifiable cause Reactions may not be appropriate to the Reactions may not be appropriate to the
situationsituation Anxiety is often a problem; student may have Anxiety is often a problem; student may have
unusual fearsunusual fears
Introduction to Structured TeachingIntroduction to Structured Teaching 7878
BEHAVIOR ISSUESBEHAVIOR ISSUES
Rigidity is often tied to strong emotionRigidity is often tied to strong emotion Explosive outbursts are common and may Explosive outbursts are common and may
last a long timelast a long time The individual has difficulty calming down The individual has difficulty calming down
once upsetonce upset Distraction is often the best toolDistraction is often the best tool Short attention span for other than intense Short attention span for other than intense
interests; easily distracted by internal interests; easily distracted by internal thoughts and feelings, as well as thoughts and feelings, as well as environmental sights, sounds, smells, etc.environmental sights, sounds, smells, etc.
Introduction to Structured TeachingIntroduction to Structured Teaching 7979
BEHAVIOR ISSUESBEHAVIOR ISSUES
Needs:Needs: Very clear rules and expectations posted at Very clear rules and expectations posted at
relevant locationsrelevant locations
ConsistencyConsistency
Frequent opportunities to practice positive Frequent opportunities to practice positive behaviorsbehaviors
Clear, immediate feedback and reinforcementClear, immediate feedback and reinforcement
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BEHAVIOR ISSUESBEHAVIOR ISSUES
Tools:Tools: Pictures illustrating positive behaviorsPictures illustrating positive behaviors
Behavior charts showing progress to positive Behavior charts showing progress to positive reinforcementreinforcement
Social storiesSocial stories
Introduction to Structured TeachingIntroduction to Structured Teaching 8181
BEHAVIOR ISSUESBEHAVIOR ISSUES
Reinforcement/ consequences must:Reinforcement/ consequences must: Be quickBe quick
Make senseMake sense
Matter to the childMatter to the child
Introduction to Structured TeachingIntroduction to Structured Teaching 8282
BEHAVIOR ISSUESBEHAVIOR ISSUES
Specific practice of positive behaviors and Specific practice of positive behaviors and frequent reinforcement are important tools in frequent reinforcement are important tools in helping students with autism learn social helping students with autism learn social skills, self-control, and responsiveness to skills, self-control, and responsiveness to external demands. These skills are essential external demands. These skills are essential for gaining the social acceptance that will for gaining the social acceptance that will provide the best opportunities for inclusion provide the best opportunities for inclusion in community and vocational roles. in community and vocational roles.
Introduction to Structured TeachingIntroduction to Structured Teaching 8383
BEHAVIOR ISSUESBEHAVIOR ISSUES
Because of difficulties with reading social Because of difficulties with reading social cues, regulating feelings and behavior, and cues, regulating feelings and behavior, and generalizing skills from one context to generalizing skills from one context to another, individuals with autism need to another, individuals with autism need to systematically learn how to behave in systematically learn how to behave in specific situations. specific situations.
Introduction to Structured TeachingIntroduction to Structured Teaching 8484
BEHAVIOR ISSUESBEHAVIOR ISSUES
Social feedback typically does not have the Social feedback typically does not have the same “power” that it does for individuals same “power” that it does for individuals without autism, and therefore careful without autism, and therefore careful management of positive and negative management of positive and negative consequences becomes necessary for consequences becomes necessary for optimal learning to occur. optimal learning to occur.
Consequences should emphasize the Consequences should emphasize the reinforcementreinforcement of of positivepositive behaviors rather behaviors rather than the than the punishmentpunishment of of negativenegative behaviors. behaviors.
Introduction to Structured TeachingIntroduction to Structured Teaching 8585
BEHAVIOR ISSUESBEHAVIOR ISSUES
Reinforcement is used to increase or Reinforcement is used to increase or strengthen desired behaviors. strengthen desired behaviors.
Positive reinforcement occurs when the Positive reinforcement occurs when the student increases behavior to student increases behavior to getget something something he he wantswants..
Introduction to Structured TeachingIntroduction to Structured Teaching 8686
BEHAVIOR ISSUESBEHAVIOR ISSUES
Examples of positive reinforcers: Examples of positive reinforcers: Consumables – desirable things to eat, drink, or Consumables – desirable things to eat, drink, or
useuse Tangibles – desirable things to touch, hold, or Tangibles – desirable things to touch, hold, or
keepkeep Tokens – neutral objects to be exchanged for Tokens – neutral objects to be exchanged for
desirable thingsdesirable things Social – interactions such as smiles, touch, praiseSocial – interactions such as smiles, touch, praise Natural – classroom privileges, free time, activity Natural – classroom privileges, free time, activity
choiceschoices
Introduction to Structured TeachingIntroduction to Structured Teaching 8787
BEHAVIOR ISSUESBEHAVIOR ISSUES
Punishment is used to Punishment is used to decreasedecrease or or weakenweaken undesiredundesired behaviors. behaviors.
Examples of punishment appropriate in school Examples of punishment appropriate in school settings:settings: Overcorrection – requiring student to complete a Overcorrection – requiring student to complete a
task beyond the natural parameters of the task beyond the natural parameters of the consequences of his behavior (e.g., tears and consequences of his behavior (e.g., tears and drops pieces of paper -> required to pick up own drops pieces of paper -> required to pick up own paper bits and place in trash, plus all other scraps paper bits and place in trash, plus all other scraps from the floor).from the floor).
Response cost – Loss of an expected reinforcer, Response cost – Loss of an expected reinforcer, token, or privilegetoken, or privilege
Introduction to Structured TeachingIntroduction to Structured Teaching 8888
OUR PROGRAMOUR PROGRAM
Classroom staffingClassroom staffing
Ideal ratio: 5-6 students, with close to 1:1 Ideal ratio: 5-6 students, with close to 1:1 ratio of staff to students for most of the dayratio of staff to students for most of the day
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OUR PROGRAMOUR PROGRAM
SpecialistsSpecialists
Speech/Language Pathologist – addresses Speech/Language Pathologist – addresses broad range of functional and social broad range of functional and social communication, need for alternative forms of communication, need for alternative forms of communication (e.g., high-tech augmentative communication (e.g., high-tech augmentative communication devices (computerized communication devices (computerized talkers), and low-tech (Picture Exchange talkers), and low-tech (Picture Exchange Communication System (PECS) or Aided Communication System (PECS) or Aided Language Stimulation (ALS) boards)Language Stimulation (ALS) boards)
Introduction to Structured TeachingIntroduction to Structured Teaching 9090
OUR PROGRAMOUR PROGRAM
SpecialistsSpecialists
Occupational Therapist - addresses both Occupational Therapist - addresses both sensory and fine motor needssensory and fine motor needs
Social Worker – teaches social skills, creates Social Worker – teaches social skills, creates social stories and other tools for developing social stories and other tools for developing social skillssocial skills
Introduction to Structured TeachingIntroduction to Structured Teaching 9191
OUR PROGRAMOUR PROGRAM
SpecialistsSpecialists
School Psychologist – evaluates learning School Psychologist – evaluates learning strengths and weakness and helps with strengths and weakness and helps with adapting instruction accordingly; addresses adapting instruction accordingly; addresses behavior issuesbehavior issues
Adapted Physical Education Teacher Adapted Physical Education Teacher
Music TherapistMusic Therapist
Art TherapistArt Therapist
Introduction to Structured TeachingIntroduction to Structured Teaching 9292
OUR PROGRAMOUR PROGRAM
Sample Day Sample Day
EntryEntry Locker routine Locker routine Sensory time – regulation/ calming/ alertingSensory time – regulation/ calming/ alerting Schedule reviewSchedule review Group activity Group activity
GreetingGreeting Answering questionsAnswering questions Asking questions, making comments, giving Asking questions, making comments, giving
complimentscompliments Calendar/ weatherCalendar/ weather
Introduction to Structured TeachingIntroduction to Structured Teaching 9393
OUR PROGRAMOUR PROGRAM
Sample Day Sample Day
RotationsRotations Independent work stationIndependent work station 1:1 instruction1:1 instruction Sensory areaSensory area Independent reading Independent reading Play/leisure Play/leisure
Introduction to Structured TeachingIntroduction to Structured Teaching 9494
OUR PROGRAMOUR PROGRAM
Sample Day Sample Day
Computer Computer Music/ books on tapeMusic/ books on tape Skills addressed by related services Skills addressed by related services
(specialists)(specialists) Fine motorFine motor LanguageLanguage Social skillsSocial skills
Introduction to Structured TeachingIntroduction to Structured Teaching 9595
OUR PROGRAMOUR PROGRAM
Sample Day Sample Day
Classroom and office jobsClassroom and office jobs Specials (each is typically once or twice a Specials (each is typically once or twice a
week for 60 minutes total)week for 60 minutes total) Adapted Physical EducationAdapted Physical Education Music TherapyMusic Therapy ArtArt
Introduction to Structured TeachingIntroduction to Structured Teaching 9696
OUR PROGRAMOUR PROGRAM
Sample DaySample Day
Related services (typically once or twice a Related services (typically once or twice a week for 60 to 120 minutes total)week for 60 to 120 minutes total) Speech/language groupSpeech/language group Social skills groupSocial skills group Cooking groupCooking group
Introduction to Structured TeachingIntroduction to Structured Teaching 9797
OUR PROGRAMOUR PROGRAM
Sample DaySample Day
““Peer buddies” – students from regular Peer buddies” – students from regular education classes join students with autism education classes join students with autism for games, reading, or other organized for games, reading, or other organized activitiesactivities
““My Day” closing – review of the day’s My Day” closing – review of the day’s activities, with a sheet to go home to parentsactivities, with a sheet to go home to parents
Introduction to Structured TeachingIntroduction to Structured Teaching 9898
QUESTIONSQUESTIONS