1 / 37

Structured Teaching

Structured Teaching. Presented by Thomas S. Stanage, Ph.D. and Phil Hall, Ph.D. OVERVIEW.

kinsey
Download Presentation

Structured Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Structured Teaching Presented by Thomas S. Stanage, Ph.D. and Phil Hall, Ph.D.

  2. OVERVIEW Structured teaching is a method of instruction based on the TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) approach. It is an approach utilizing a number of separate but related components that are built on an understanding of the common characteristics of Autism.

  3. www.teacch.com

  4. OVERVIEW CONTINUED • The goals of structured teaching are to promote independence and the development of meaning by making the world predictable and less confusing. • The emphasis is on both modifying the environment and teaching skills based on students’ strengths. • Structured teaching methods have been demonstrated to reduce behavioral problems and improve independence (Hume, Kara; Odom, Sam (2007); Mesibov, Gary B. (1997))

  5. OVERVIEW CONTINUED • Many of the Structured Teaching components have been refined in the classroom; however, much of the original work was based on pioneering efforts to work with parents as co-therapists. (Schopler, Eric, 1986) • Structured Teaching is based on direct experience working with parents, teachers and children. It is impossible to understand structured teaching without having some basic understanding of the characteristics of autism. • Today’s presentation is divided into two parts. The first part reviews the characteristics of autism and how those characteristics are related to key concepts in structured teaching. The second part of the presentation will then turn to talk about the specific components of structured teaching.

  6. PART I CHARACTERISTICS OF AUTISM / KEY CONCEPTS OF STRUCTURED TEACHING

  7. COGNITIVE DIFFERENCES Most people with autism have difficulty integrating information, extracting meaning and distinguishing among relevant details. Key concept: Structured teaching highlights relevant details including such minor details as the beginning and ending of events/tasks.

  8. LEARNING STYLE Most individuals with autism are visual learners. They often have a very significant difficulty with language. Key concept: Structured teaching is based primarily of visual learning. The focus is on creating visual clarity.

  9. SENSORY PROCESSING Many individuals with autism are sensitive to sensory input and have difficulty modulating stimulation. Key concept: Structured teaching modifies the environment to reduce sensory stimulation.

  10. SOCIAL RELATIONSHIPS Individuals with autism have difficulties with the nuances of social interaction and social communication. Key concept: Structured teaching provides predictability and concrete ways to communicate with people.

  11. NEED FOR ROUTINE Individuals with autism have difficulty with changes and transition. They often prefer routine and sameness. Key concept: Structured teaching uses this need for sameness and routine to assist individuals to become more independent and to use routine to make transition and change less difficult.

  12. Novel of Love I love you, she said. I love you more than I can say. I love you, too, he answered. My love for you is higher than the highest mountain which is Mount Everest which is over 29,000 feet high. My love for you is deeper than the deepest ocean which is Marianas Trench which is over 36,000 feet deep. ! ! ! ! ! ! ! ! ! ! ! ! If you were to drop a rock the size of your head into water 36,000 feet deep it would take the rock about an hour to reach the bottom.

  13. PART II THE COMPONENTS OF STRUCTURED TEACHING

  14. PHYSICAL STRUCTURE • Physical structure is the way you set up and organize areas. This could be at home, in the classroom or in a group home. Physical structure includes clear visual boundaries that delineate/segment the environment and provides a context for different activities. • In a Structured Teaching classroom, these areas would typically include separate areas for group, play, transition and both teacher directed and independent work. • The same concepts can be applied at home or in a residence. Many areas in a home are already activity specific, e.g. bathroom, playroom, dining room, etc.

  15. Locker/Cubby Area

  16. Group Work Area

  17. Nap Area / Quiet Area

  18. Individual Work Area

  19. Transition Area

  20. BACK TO KEY CONCEPTS • Visually clear areas that provide a context for learning/activities • Also, the physical structure attempts to minimize visual and auditory distractions

  21. VISUAL SCHEDULE • Visual schedules attempt to convey to the individual where they need to be and the order in which activities take place. They can represent as much or as little of the day as is appropriate for the individual student. Visual schedules may be made using a variety of visual representation systems including real objects, photographs, drawings, commercial picture systems, written language.

  22. First - Then Schedule One of the simplest “part day” schedules. This same type of schedule could be done using objects or actual photographs.

  23. Object Schedule

  24. Schedule Using Actual Photos

  25. Picture Symbol Schedule

  26. Written Schedule

  27. Transition to Lunch

  28. BACK TO KEY CONCEPTS • Again, notice the effort that goes into making the schedule visually clear. • Also, note the attempts to foreshadow (communicate what is next) using concrete communication. • Also, note the focus on using routines to helping the child make transitions.

  29. INDIVIDUAL WORK SYSTEM • The individual work system is used to present learning tasks and other activities to the student. The work system tells the student what work, how much work, when work will be finished and what comes next. • Again, the work systems do this using visual clarity, routine, concrete communication and efforts to highlight meaningful or salient details.

  30. Individual Work System (Continued) • The type of work system may include a simple left to right system using a finish basket. A system that matches color, shape, alphabet or numbers or it might be a written system.

  31. Individual Work System using finished basket

  32. Individual Work System using number matching

  33. Individual Work System using color coded folders

  34. VISUAL STRUCTURE OF TEACHING TASKS/ACTIVITIES • The visual structure of teaching tasks / other activities attempts to clarify by drawing attention to important details using labeling, highlighting, color coding – anything that makes the relevant aspect of the task more salient. • The visual structure also organizes materials in space and sequences. • Visual structure instructs by giving the visual information about how to complete the task using jigs, arrows, pictures, product samples – anything that makes verbal instruction unnecessary.

  35. EXAMPLES OF TASKS

  36. EXAMPLES OF TASKS

  37. Conclusion / Discussion • There is no single treatment protocol for all children with autism. However, we do know that most individuals respond best to highly structured, behavioral type programs. • The emphasis in Structured Teaching is designing interventions based on a person’s strengths and interests while at the same time modifying the environment to promote independence and success. • Structured Teaching is probably best understood as a basis or framework for learning.

More Related