# data[].attributes.body
To implement the TEACCH method, start by creating a structured environment with clear visual cues. Use individualized supports and to work on functional skills meaningful to the student.

# data[].attributes.attachment_link.readable_text
Autistic students respond well to structure.

A teacher must structure the classroom in order to effectively teach autistic students.

These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. But many times there is minimal understanding of how to plan for and use the concept of structure.

The dictionary states one definition of structure as the action of building or constructing-arranging things in a definite pattern of organization. For example, a gardener desiring a prosperous garden must use structure in planning and cultivating a garden. Seeds and plants must be arranged with a definite pattern of organization and using systematic methods to-allow for individual preferences and needs of plants for shade, sun, water, and closeness to other plants. Using this structure will amplify a plant's strengths and help to compensate for and circumvent its weaknesses. The plant will then grow faster and bear more fruit. Teachers, too, must structure and organize classroom life in order for students to expand their strong areas as well as grow in their weaker ones.

Before further exploring the use of structure in the classroom, it will be helpful to briefly review some of the deficits of autism and how they can point to a need for structure when planning for successful learning experiences.

Receptive language difficulty is characteristic of autism. Many times a student cannot understand language as well as a teacher believes he can, and so may demonstrate aggressive behaviors or lack of initiative. He also may lack the necessary language to communicate things appropriately, and so can not let the teacher know when he is tired, hot, hungry, finished, or bored except by tantrumming or aggression. He may have a poor sequential memory, and so he can not keep the order of even familiar events in his mind or is not sure when something different will happen. Often he feels more comfortable staying with familiar activities and will resist learning new activities or routines. Many times he is unable to organize or put limits on his own behavior and does not understand or acknowledge society's rules. This can result in trying to get others' attention in inappropriate ways or preferring to be alone. Because of his lack of social relatedness he may be unmotivated to please others or unrewarded by praise, and consequently seems resistant to learning. Hypersensitivity to sensory input can often lead to disturbing behaviors. Being easily distracted and lacking skills in perception and organization of time can also lead to behaviors that get in the way of learning.

Providing structure and organization in the classroom or any other learning environment on a student's level of understanding can help to alleviate or moderate these problems and the resultant ineffective learning situations.

This chapter discusses the features of structure that have proven useful in classrooms for students of all ages with autism. These features are physical organization, scheduling, and teaching methods. The key to effectively using each of these features is individualization. A classroom that is physically well-organized and scheduled will not benefit students unless individual student strengths and needs are considered in the planning phase. A teacher who uses teaching methods like prompts and reinforcement cannot do so effectively without assessing individual student interests and learning styles. Further discussion on the use of each of these features follows in the next sections.

Physical Organization

A teacher must teach autistic students the classroom in order to effectively teach students.

The physical layout of the classroom is an important consideration when planning learning experiences for autistic students. Even the arrangement of the classroom furniture can help or hinder a student's independent functioning and his recognition and compliance with rules and limits. Keep in mind the deficits of autism when planning the physical arrangement of the classroom so that it will be structured effectively. Many autistic students have organizational problems, not knowing where to be and how to get there by the most direct route. Because of receptive language difficulties, they will often not understand directions or rules. Structuring the environment gives them visual cues to help them understand. Some persons with autism are also easily and highly distracted by things in the environment. Teachers need to structure the environment so it is not as distracting.

Before planning the specific physical arrangement of the classroom, the teacher may want to give some thought to the general classroom environment. Good structure will not be as effective if there are other problems. Many times a teacher does not get a choice of which classroom is assigned her in the school. But if there is a choice, features to give attention to include size of the room, what other classrooms/students are nearby, number of and access to electrical outlets, location of nearest bathroom, lighting, distracting wall space, and other immobile features.

Some undesirable features can be overlooked or even modified, but there are a few situations that might necessitate a change in classroom. A classroom with multiple exits (especially one to the outside) is not desirable for a teacher with a student who is a runner. A classroom for intermediate students should not be located on the kindergarten hall. This type of situation does not provide any peer socialization opportunities and definitely places a stigma on the obviously bigger and older students. A too small classroom or one without adequate storage spaces creates an uncomfortable atmosphere of always having something in the way or working on top of each other. This does not provide a relaxed learning atmosphere. A very high priority feature is the bathroom location. Teachers who are doing toilet training do not want to have to make a long distance trek each time a student is scheduled for the toilet. Even if students have independent bathroom skills, valuable classroom time should not be wasted as they walk long journeys to and from the bathroom, if other arrangements can be made - Once the teacher has settled on a particular classroom site, she is ready to begin arranging and structuring the learning and training areas specific to the focus or content of her classroom. Having specific areas for learning specific tasks, marking clear boundaries, and making materials easily accessible helps students independently know where they are supposed to be and where to get their own materials. In this way teachers do not have to be constantly giving reminders to students and repeating directions. There is much less verbal confusion in the classroom. Every classroom and every student will not need the same amount of structure, though. Lower functioning students and those with less developed self-control will need more structure, more limits, boundaries, and cues than higher functioning students.

A teacher of younger students would want to structure learning areas for play, individual and independent work, snack, and developing self-help skills. There might also be a group area and a specific area for doing prevocational skills. A classroom for older students would have a leisure area, workshop area, domestic skills area, self help/grooming area, and places for individual teaching to occur. Many classrooms need to utilize a time-out area as a place for particular students to get away from distractions and stimulation and regain some self-control. All classrooms should have somewhere for students to put their personal belongings. This can be cubbyholes, lockers, or special boxes. The teacher's desk or area should be another established place in the classroom.

Establishing areas in the classroom can begin with the natural setting. For example, work areas are probably not good to set up near distracting mirrors or windows. if there is no avoiding this, then blinds or cardboard taped to the window can eliminate some distractions. It is beneficial to have work areas near shelves or storage cabinets, so work materials are easily accessible. Built-in cabinets are good for building a work area around because of the easy accessibility to materials. Blank walls are also good to build a work area around. Students' tables or desks face the blank walls and some distractions are thus eliminated. It is important that classroom furniture be the right size for students for age appropriateness and for their ease and comfort in completing their work. Areas where students spend some independent time, such as play or leisure, are better off not being located near exits. This can take away a bit of worry about student escapes from the teacher's mind. Rugs, bookshelves, partitions, tape on the floor, arrangement of tables, all of these can beused to make clear boundaries. For example, the carpeted area may be the leisure area. Students are not to be in any other floor area during break time. The workshop area may be outlined by shelves full of materials and 2-3 long work tables. When a student gets workshop materials, he then sits in that area to work. A teacher may use a small throw rug in front of the sink to show students where to stand when they are washing their hands or washing the dishes.

Materials should also be clearly marked or arranged at a student's level of understanding. Some materials are for teachers only. Some materials can not be used at play or leisure time. Pictures, color coding, number symbols, etc., can help students label and obtain or put away materials by themselves.

As a teacher plans the physical structure of the classroom it is important to remember to consider individual needs of students. Individualization can be illustrated with examples of three differently structured work areas within the workshop area in a classroom. On two sides of the workshop area are shelves full of workshop materials. This defines the workshop area. There is a table and chairs in the middle of the workshop area for those students who are not bothered by others' activities or are learning to work with distractions present. Another work table is facing a blank wall and pieces of tape on the floor show where chairs should be while working. This is for students who are more easily distracted and tend to wander when not busy working. A third work area is partitioned on two sides with dividers and faces a blank wall on the third side. The student who works here is easily distracted by what others are doing and has some behaviors which are disturbing to others while working. The structure needs for each student have been individually assessed and planned for. As students learn to function more independently, the physical structure can be lessened bit by bit.

Following are some questions for teachers to consider when arranging their classroom.

Is there space provided for individual and group work?

Are work areas located in least distractable settings?

Are work areas marked so that a student can find his own way?

Are there consistent work areas for those students who need them?

Does the teacher have easy visual access to all work areas?

Are there places for students to put finished work?

Are work materials in a centralized area and close to work areas?

Are a student's materials easily accessible and clearly marked for him or her?

Are play or leisure areas as large as possible? Are they away from exits?

Are they away from areas and materials that students should not have access to during free time?

Are boundaries of the areas clear?

Can the teacher observe the area from all other areas of the room?

Are the shelves in the play or leisure area cluttered with toys and games that are broken or no one ever uses?

A teacher must have a framework in order to effectively teach autistic students.

Two students are involved in a cooking activity in the kitchen area with the teacher assistant. There is a student latch hooking a rug in the-leisure area. Another student is independently completing a list-of activities in the workshop area, and a fifth student is doing some individual number work with the teacher. In the background a timer can be heard clicking off the minutes. It rings and there seems to be the potential for pandemonium as materials are put away, chairs are moved, reinforcers are awarded along with praise, a few directions are given, everyone moves to a new area of the room, and then steady work begins again. How does everyone know where to go and what to do? How do teachers know who they are responsible for? Why does it all flow so smoothly? This classroom most assuredly has a purposeful, clear, and consistent schedule-a framework that outlines who, what, where, and when.

Schedules are a part of the classroom structure needed by autistic students. Many students have problems with sequential memory and organization of time. Receptive language difficulties can also make it difficult for students to understand what they should be doing. Besides giving direction to everyone for certain time periods of the day, a schedule can help a student organize and predict daily and weekly events. This lessens anxiety about not knowing what will happen next. Besides knowing what activity will happen during a time period, a schedule can aid students in transitioning independently between activities. Their schedule lets them know where they should go next. Also, students with low initiative may be more motivated to complete a difficult or dreaded task if they see on their schedule that it will be followed by a more enjoyable task or activity.

There are usually two types of schedules being used simultaneously in classrooms. The first type is the general overall classroom schedule. The second type is individual student schedules.

The overall classroom schedule outlines the events of the day. It does not specify work activities for students but does show general work times, break times, etc. Here is an example of a typical schedule for an intermediate age classroom:

8:30 Student arrival, put belongings away, greetings
8:45 Work session 1
9:30 Work session 2
10:15 Break
10:30 Leisure learning/School friends
11:00 Work session 3
11:45 Prepare for lunch
12:00 Lunch
12:30 Outside/gym
1:00 Clean cafeteria tables and floors
1:45 Work session 4
2:30 Dismissal

This schedule shows when students are working and when they are doing other activities. During the work times the students and teachers might be involved in a variety of activities from independent prevocational work, individual training on self-help skills, to jobs around the school. These are reflected on individual student schedules. This general schedule may also serve as the weekly schedule, except on those days when field trips, special events, or community training are scheduled.

The general classroom schedule is usually posted somewhere in the classroom for all to be able to see and use. Often it is reviewed upon student arrival or during a morning group session. The format for this schedule may be written, as in the example. But not all students will be able to comprehend a written schedule. The same schedule as in the example can also be done with pictures or drawings representing the activities. For example, a picture of a desk or table can be used instead of the words "work session." Picture schedules can be arranged from top to bottom or from left to right on large poster board.

Using this general schedule, teachers can daily or weekly divide the responsibilities for teaching students. A clipboard with the schedule attached to it for each teacher is easy to handle and glance at. Considerations when dividing teaching responsibilities include which students work well in small groups, which students have independent work skills, what activities will involve a teacher out of the room with students, and which students have hard to manage behaviors. Both teachers (and other volunteers using the schedule) must feel they know what and who their instructional responsibilities are.

To help students understand what to do during the activities listed on the general schedule, individual student schedules are used. These can take a variety of forms but must be individually oriented, i.e., age appropriate, balanced with difficult and successful activities, based on student level of comprehension, and based on student endurance level (how often reinforcement or change in activity is needed).

Individual schedule types can vary from ones that are teacher directed and administered to those that students make up and follow themselves. The important aspect is that they are individualized , i.e., understood by the students they are developed for. Some examples are described below:

As the teacher and a student finish an activity and its subsequent reinforcer, the teacher shows the student an item from the next activity. The student either moves to the appropriate area taking the item with him, or he uses the item as an example to get other materials needed and brings them to his work table.

On a student's desk is a strip of poster board with different color circles paper clipped to it in a vertical row. The student has learned to take the topmost circle and match it to the same color circle taped to a box on the work area shelves. He takes the box back to his desk, completes the task in the box (with or without teacher help, depending on the task), and puts the box back on the shelf when finished. He continues this until all the color circles have been done.

Tacked to the bulletin board beside a student's-work area are rows of 4-5 Polaroid pictures for each work session. The student starts with the topmost picture and gets materials needed, completes the activity and puts his materials away. He continues following this schedule through all the pictures for a work session. The last picture in each row is of a game or toy that the student likes. When he reaches that picture, he can play with the toy until the bell rings for the next work session to begin. Taped to a student's desk is a piece of paper divided into 3 rows of 3 squares each. Each square has a drawing or a list of numbers in it. Each square corresponds to a time block of the general classroom schedule. The student follows the schedule from left to right. The first block lists numbers of the tasks he is to do independently in the workshop area. At the signal which ends the first work period, he follows directions in the second box which shows a drawing of a table and chair representing individual work with a teacher. The third block has a drawing of the break area. The student continues following the schedule throughout the day. This student receives money upon successfully completing or attempting all the activities listed or drawn in each block. He spends his money at snack and at the end of the day for edibles or inexpensive treats like stick-ons.

After arriving, a student puts away his personal belongings and picks up his clipboard which is hanging on the wall. On the clipboard is a time schedule which includes all his activities for the day, each followed by a small box for a checkmark. The teacher and student wrote the schedule together at the end of the previous day. He sees what his 8:30 activity is and does it to completion. He then calls the teacher to check his work and receives a checkmark in the box on his schedule. His next task is scheduled at 8:50. If there is time remaining he may spend it quietly in the leisure area. He proceeds through the day by referring to his schedule and the clock. He does not receive checkmarks if he does not finish a task in the allotted time or with appropriate behavior. Receiving a certain number of checkmarks results in a star on a chart at the end of the day. Four stars during the week leads to his choice of free time activity instead of work on Friday afternoon.

All of these examples show individualization. For students who do not read or cannot understand pictures, then colors or objects are used to help them move through daily activities. Some schedules have 2 or 3 activities to be done within a time period while others have only one before a break or reinforcement occurs. Each individual schedule also reflects a student's preference for activities-alternating enjoyable with less enjoyable.

Utilizing clear and consistent schedules facilitates a smooth running classroom and grants more time for real teaching and learning instead of constant reorganizing and planning during student time. As students learn to comprehend and follow schedules, they develop good independent functioning skills and direction following skills, both of which are very important skills to have for successful functioning in future placements, e.g., vocationally and residentially. Following are some questions teachers need to consider when planning classroom and individual student schedules.

Is the schedule clearly outlined so that teachers know all daily responsibilities?
Is there a balance of individual, independent, group, and leisure activities incorporated daily?
Do individual student schedules consider student needs for break times, reinforcement, unpreferred activities followed by preferred activities?
Does the schedule help a student with transitions - where to go and what to do?
Does the schedule help a student know where and when to begin and end a task?
How are transitions and changes in activity signaled? timer rings? teacher direction? student monitors clock?
Is the schedule represented in a form that is easily comprehended by the student?

A teacher must systematize and organize teaching methods in order to effectively teach autistic students.

Another way structure is used to help students function successfully is in the setting up of teaching tasks. Again, receptive language difficulties hinder autistic students' understanding of what is expected of them. Directions for tasks and the use of prompts and reinforcers should be organized and systematic in order to build success experiences for students. This makes learning situations more predictable (and therefore easier) for students and helps to overcome distractibility, resistance to change, and lack of motivation. Giving a student directions for tasks can be done verbally and nonverbally. In either case, the directions should be given at a student's level of understanding. For verbal directions this means using the minimum amount of language needed. For example, do not say, "I want you to finish putting all these nuts and bolts together, and then, when you finish, you can go over to the play area and choose a toy to play with." This statement gets your point across just as well, "First finish nuts and bolts, then play. 11 Verbal directions should also be accompanied with gestures to help students understand. In the example above the teacher could point to all the nuts and bolts and then to the play area while giving the directions. A most important aspect of giving directions is having the student's attention before the directions are given. This does not necessarily mean eye contact has to be established. Some students may signal attention by body orientation, a verbal response, or-by stopping other activities. When giving directions, a teacher needs to make sure expectations and consequences are clear and organized for the student. If a student does not know where materials are, how to start a task, or what to do when he is finished, then he is not likely to perform a task up to teacher standards.

Besides using gestures, as mentioned above, directions can also be given nonverbally with contextual and visual cues, like systematically presenting and positioning materials and using jigs and written instructions.

Uniformly setting up a student's work from left to right gives him an organized and systematic base for completing tasks more independently, without as many verbal teacher directions. Providing only the materials a student will need for specific tasks will be less confusing to him. Placing materials in the setting where they will be used can also help a student follow directions and complete tasks more successfully. For example, having glass cleaner, sink cleanser, toilet bowl cleaner, and sponges sitting in a bathroom that is to be cleaned are cues as to what tasks should be done and what materials to use.

Jigs and written instructions also help a student get and stay organized while working. Teachers can use samples or pictures of finished products to show students what needs to be done. Pictures and written instructions (similar to a recipe) can be used to help students complete a sequential task in the right order. A teacher must be careful, though, not to give a student visual cues that are too distracting. Some students may not be able to comprehend complex picture jigs or may not have learned how to work from left to right yet. These skills should be assessed and training planned on an individualized basis, just as any other skill is taught.

When teaching students new tasks, teachers use prompts to help students be successful in what they are learning and doing. There are different types of prompts used to assist students or give them reminders. A physical prompt is used when the teacher guides the student's hands in pulling up his pants after using the bathroom. A verbal prompt is used when the teacher tells a student to put a napkin on his lunch tray. A visual prompt can include a variety of forms, e.g., the jigs and written directions mentioned in the preceding paragraphs, a color card which a student matches to a work box to get his own work, PEANUT BUTTER written in extra large, bold letters on the jar to bring the student's interest to that jar. A prompt can also be gestural, for example, instead of telling the student to get a napkin, the teacher points to the napkin holder or to the empty space on the student's lunch tray. Modeling or demonstrating how something is done can also be a prompt. Prompts can also be situational, such as "Hi", which is a prompt to greet someone.

To effectively use prompts, a teacher must be systematic in their presentation. That is, the prompt must be clear,.consistent, and directed toward the student before he responds incorrectly. For example, a teacher is teaching Chuck how to wash dishes. The step she has chosen to work on first is adding the correct amount of detergent to the water as it is running into the sink. After a week Chuck has not shown much improvement in learning this. A lesson usually goes like this. Chuck picks up the detergent bottle and begins squirting it into the water. He squirts out way too much detergent. The teacher notices this and says, "No", which is a prompt to greet Chuck. That is too much. Only use a little detergent." This is an ineffective attempt at using a prompt.

To effectively prompt Chuck to learn the correct amount of detergent to use, the teacher could start with a verbal prompt. When Chuck picks up the detergent bottle, she says, "Only a little bit of detergent." Then she helps Chuck squeeze the bottle into a measuring item (for example, a lid from a soda pop bottle) and shows him how to swish the measured detergent into the water to make suds. This continues for 3 days. Eventually the teacher does not have to use the verbal or physical prompts and Chuck measures the correct - amount of detergent on his own using the soda pop bottle lid. A variety of prompts were used to make it clear to Chuck how much detergent to use, and the prompts were all presented before he had a chance to use an incorrect amount of detergent.

Teachers also need to be aware of giving prompts and cues to students when they do not mean to. This is where teacher and student positioning in the learning situation is very important. Many times correct responses can be relayed to students by the slightest movement of the head or eyes of the teacher toward the correct response. Some students will not continue working without glancing at the teacher after each step for confirmation and reassurance of their performance. In these situations the teacher may want to station herself beside or behind the student instead of in front of him or her. In this way, fewer unintended prompts and cues will be passed on.

Most people are motivated to work because of a combination of praise from others, intrinsic satisfaction, and compensation by paycheck. Autistic students often are not automatically motivated by these things. Teachers need to find out what things are motivating for students and then teach students how a contingency system works for them. For example, a teacher discovers that a student is very interested in feeling and using sandpaper. Work times are arranged so that he knows that when he finishes doing his work, he can use the sandpaper in the workshop area. Hopefully, this situation helps a student to build a motivation to work.

Reinforcement can include a variety of items or activities. Many students are motivated by food or toys that they really like. Others may be motivated by a preferred activity. Some students may be able to earn money or tokens throughout the day and save them to trade in for a reinforcer at a later time. All students should receive praise and social reinforcers, even when receiving a more tangible reinforcer. There are some students for whom praise from an adult or authority figure may be motivating enough to keep them busy working and learning. There are also some students who will find satisfaction in completing work and do not need other kinds of reinforcement. To utilize reinforcement as an effective teaching tool, a teacher must be systematic in her use of it. The type and frequency of reinforcement for individual students should be planned prior to activities. (Some students may need constant and frequent reinforcement while others can handle more intermittent reinforcement.) The type of reinforcer must be appropriate and natural to the activity the student is doing and to the level of student understanding. (For example, if a student does not understand how a token system works, then this will not be an effective reinforcer. If making requests is the behavior being reinforced, then do not reinforce a request for juice with an m&m. The appropriate consequence or reinforcer is to get juice.) The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. A teacher should be able to determine if a reinforcer is effective by assessing student interest and acquisition or gains in the skill or behavior being reinforced.

Following are some questions that teachers should consider when planning how to effectively structure their teaching methods.

Does the teacher have the student's attention before directions are given?
Is the verbal language used specific to a students level of understanding and are gestures paired with verbal instructions to help a student understand when he is having difficulty comprehending?
Is the student given enough information to be able to complete a task as independently as possible?
Does the setting and organization of materials help convey directions to a student?
Are materials presented in an organized manner?
Are there too many materials presented at a given time?
Is a student given as much help as he needs to complete a task successfully?
Are appropriate prompts chosen specific to a student's learning style and level?
Are prompts presented before a student responds incorrectly?
Has the teaching setting been structured so that a student does not receive unintended prompts?
Is the student given clear feedback regarding correct and incorrect responses or behaviors?
Are consequences and reinforcers for behaviors made clear to the student?
Do they immediately follow the desired behavior?
Is reinforcement given frequently enough?
Are reinforcers based on a student's level of understanding and motivation?

To effectively teach autistic students a teacher must provide structure, i.e., set up the classroom so that students understand where to be, what to do, and how to do it, all as independently as possible.

TEACCH Staff
Chapel Hill TEACCH Center
Lee_Marcus@unc.edu

# data[].attributes.attachment_link.title
Structured Teaching by TEACCH Staff | TEACCH® Autism Program

# data[].attributes.attachment_link.description
Autistic students respond well to structure. A teacher must structure the classroom in order to effectively teach autistic students. These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. But many times there is minimal understanding of how to plan for and use the concept of structure.

# data[].attributes.body
Visual schedules help students understand the day’s activities and transitions. They provide a sense of routine and predictability.

# data[].attributes.body
A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph (4) of this subdivision. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied.

# data[].attributes.attachment_link.title
First-Then Boards for Children with Autism Spectrum Disorder

# data[].attributes.body
* Difficulties in functional communication

* Difficulties understanding spoken language

* Difficulties expressing needs verbally

* Poor pronunciation and voice control

* Difficulties with social interaction skills

* Difficulty maintaining eye contact and appropriate personal space

* Misunderstanding social situations

* Problems understanding gestures/nonverbal cues

* Unusual responses to touch, taste, smell, and/or sounds

*Difficulty with transitions and change of routines

* Perseveration on particular subjects

# data[].attributes.headline
Strategies to Support Students with ASD in the Classroom:

# data[].attributes.subject
Strategies to Support Students with ASD in the Classroom:

# data[].attributes.body
1. Provide a clear visual agenda for the lesson

2. Teach tasks in a series of simple steps/ with visuals as much as possible

3. Provide regular reinforcement of expected behavior

4. Model new skills and concepts whenever possible

5. Review, rehearse, reinforce new learning

6.  Visual, written, tactual, verbal, physical prompts and cues

7.  Use communication boards, books, cards

8.  Graduated guidance instruction

9.  Teaches a system of prompts

10.  Repeated directions

# data[].attributes.body
Students with complex needs often have multiple disabilities that require a nuanced approach. Understanding these needs is the first step in providing effective support.

# data[].attributes.body
Autism Spectrum Disorder (ASD) is a developmental disorder characterized by challenges with social interaction, communication, and repetitive behaviors. Each student with autism is unique.

# data[].attributes.body
Students with autism may experience sensory sensitivities, communication challenges, and unique learning styles. It's important to understand these traits to provide the right support.

# data[].attributes.attachment_link.readable_text
Anxiety

Anxiety is a normal part of development, but research confirms that people with autism experience elevated levels of anxiety in comparison to their typically developing peers. An extensive review of the literature by White et al (2009) revealed that up to 84% of individuals with autism meet the criteria for clinically diagnosed anxiety disorders.

Due to characteristic communication difficulties, an autistic person may have severe anxiety issues but have a decreased ability to express it. As noted by Howlin (1997), "...the inability of people with autism to communicate feelings of disturbance, anxiety or distress can also mean that it is often very difficult to diagnose depressive or anxiety states."

Anxiety may manifest in an autistic person through:

social phobia

excessive worry/rumination

obsessive compulsive behaviour

hyper-vigilance, or seeming "shell shocked"

phobias

avoidance behaviours

rigid routines and resistance to change

stimming and/or self-injurious behaviour

controlling behaviours - oppositional defiance

meltdowns

shut down

Dealing with change

People on the autism spectrum can find change very stressful. Due to the behavioural, information processing and sensory aspects of their diagnosis, many people on the autism spectrum often prefer familiar environments with a predictable routine. Restricted and repetitive interests, sensory processing differences and heightened anxiety can make even small changes stressful. Planning ahead and preparing for changes in everyday routines and activities is important:

"Reality to an autistic person is a confusing, interacting mass of events, people, places, sounds and sights... Set routines, times, particular routes and rituals all help to get order into an unbearably chaotic life. Trying to keep everything the same reduces some of the terrible fear." - Jollife, et al (1992) in Howlin (2004), ibid, p.137.

Transition planning

Change is an inevitable part of every person's life. Teaching a person strategies to cope with changes in their environments and routines helps to build resilience and independence. Preparing people on the spectrum for upcoming changes is referred to as "transition planning". The purpose of transition planning is to enact change in a way that feels safe and predictable for the individual on the autism spectrum. Effective planning helps reduce stress and anxiety and helps prevent behavioural issues that may occur because of either expected or unexpected change.

Everyday changes and "horizontal planning"

Some everyday changes or new situations a person with autism may need preparation for might include:

leaving the house

having visitors at your house

going somewhere new, such as the dentist

switching between activities or tasks during play or learning

doing things in a different order from time to time - for example, having a bath/shower before dinner rather than afterwards

eating new foods

These frequent changes that may occur on a daily basis are known as horizontal transitions.

Many people on the spectrum have strong visual learning and thinking styles. Visual strategies can therefore be an effective way in which to communicate upcoming changes. Common visual strategies used in horizontal transition planning include Social Stories™, social scripts, task lists, schedules such as timetables, daily planners and calendars. The National Autistic Society (UK) have published a thorough guide on the various uses of visual supports.

When visiting a new place, having photos to prepare the individual for what to expect can be helpful. Pictures can be obtained through websites or by exploring a location via the Google maps street view function. Requesting images may also be an option, for example, contacting the doctor's practice and requesting a recent image of the doctor and the consult room in advance of the appointment.

There are an ever-increasing number of apps that can help with autism-related challenges. The Autism Association of Western Australia has developed an online resource, Autism Apps, that offers reviews of a large number of available apps, as well as:

Guides on how to use an iPad effectively

Suggestions for how to support people with autism using technology

Tips for selecting a useful app

Information related to the National Curriculum and Evidence Based Practice for supporting individuals with autism.

Longer term changes and "vertical planning"

Progressions from one life phase to another are known as vertical transitions. The progression form primary school to high school is an example of a vertical transition experienced by children in the middle years. The Amaze/Autism Tasmania information sheet, Effectively Preparing Individuals with Autism Spectrum Disorder for Transitions, provides strategies to help individuals with autism transition to new environments.

Research has revealed some good practice guidelines for preparing for major life transitions:

1. Gather information: What change is about to occur? When, where, and who with? How has the person reacted to previous transitions and changes? What transition strategies have helped in the past?

2. Develop a plan: Meet with all the key people who will support the person through the change to develop a plan to support the transition.

3. Create supports, such as visual sequences, social scripts, transition stories, sensory supports, and short movies.

4. Implement the plan.

5. Evaluate and review: Was the transition support plan effective? What should be changed for next time?

Bullying

Bullying can happen to people of all ages and abilities, but people with developmental differences or disabilities are especially vulnerable. Bullying involves an imbalance of power and takes physical or psychological form. Psychological bullying includes threatening, coercive and manipulative behaviour.

Useful strategies to address bullying can be found in this information sheet.

# data[].attributes.attachment_link.description
Anxiety Anxiety is a normal part of development, but research confirms that people with autism experience elevated levels of anxiety in comparison to their typically developing peers. An extensive review of the literature by White et al (2009) revealed that up to 84% of individuals with autism meet the criteria for clinically diagnosed anxiety disorders.

# data[].attributes.body
TEACCH (Treatment and Education of Autistic and Communication-Handicapped Children) is a structured teaching approach tailored to the needs of individuals with autism. The program emphasizes visual aids and structured environments.

# data[].attributes.body
The TEACCH method is based on several core principles: structured teaching, visual supports, individualized intervention, and skill development in functional areas.

# data[].attributes.attachment_link.readable_text
There are many different teaching strategies for ASD children. Often, it is worth taking a different approach to neurotypical teaching methods in order to support kids on the autism spectrum with their social skills, language, and communication.

Because of the challenges that children with autism experience, which affect their ability to be independent, the TEACCH method was developed. The TEACCH method is a structured form of teaching that focuses on the child's development needs, interests, and his/her skills to develop the child's autonomy.

This article will provide a brief overview of the TEACCH method, its principles, and the benefits of this approach for children on the autism spectrum, with evidence from literature.

What is the TEACCH method?

The TEACCH method, which stands for the Treatment and Education of Autistic and Communication Handicapped Children method, was specifically developed for children with autism spectrum disorder. This method of teaching was developed at the University of North Carolina by Dr. Eric Schopler and Dr. Robert Reichler in the 1960s; its methodology delivers a structured form of visual learning and is sometimes referred to as Structured Teaching.

One of the benefits of the TEACCH method is that it is specific to ASD and takes into account all the characteristic traits of autism, and each autistic child's difficulties, making the intervention specific for every child's needs. This is done through structured and continuous intervention, by adapting the environment, and providing alternative communication training. It can also be implemented alongside other approaches or therapies.

It takes into account people's strong points to help them clarify the 'where-how-when-how long' of events so they become more independent in managing their own space and time. The aim of the TEACCH method is to help children on the autism spectrum have a better understanding of reality from a perceptual point of view by using visual aids.

The role of parents is recognized in the TEACCH method, so much so, the method is not only centered around structured learning based on the child's learning style, but also, it teaches parents how to assess and implement individualized support for their children at home.

What are the key principles of the TEACCH Method?

The TEACCH method relies on the core principles of Structured Teaching. These principles are: the organization of the physical environment, a predictable sequence of activities, visual schedules, routines and flexibility, work/activity systems, and visually structured activities.

A look at the principles of Structured Teaching

1. The organization of the physical environment/physical structure

This principle looks at making the environment conducive for learning. It should be interesting and manageable for children with autism.

The layout of the environment needs to account for the student's learning styles and sensory differences. The layout involves the placement of furniture and the organization of learning aids around the classroom; a well established environment decreases stimulation, limits distractions, and reduces anxiety, as well as promotes consistent and effective work.

To make the environment effective, the age and learning needs of the child need to factor into the organization of that environment. Clear boundaries need to be in place to avoid the child from wandering. Explicit visual cues or written information (for verbal children on the spectrum) are critical.

2. Predictable sequence of activities/scheduling

When the activities and environment are predictable, this reduces anxiety, especially when it involves activities that follow after the other. Each sequence in the activities is explained to the child with ASD through the use of visual aids.

3. Visual schedules

Visual communication is generally much easier to understand and much more accessible. When a person on the spectrum follows a particular routine by looking at the schedule, the task becomes less confusing and therefore reduces the occurrence of unwanted behaviors. Another benefit of visual scheduling is that it builds independence and competence, especially when the person or child learns to adopt this themselves in their everyday routine.

Examples of visual schedules include: to do lists, a schedule outline activities, step-by-step instructions to complete tasks (using pictures for example), or timetables.

4. Routines and flexibility

Routines serve two purposes: firstly, they make the activity or everyday task predictable, which reduces confusion and anxiety; secondly, for parents, teachers, or therapists, they stop the child from developing his/her own routine which could otherwise not be favorable or adaptable socially.

With routine, there needs to be a balance with flexibility because our everyday life is not constant, each day has its own challenges that force us to adjust. So, because children with autism have difficulty understanding the world is not invariable, their routine should be challenged. For example, using slightly different materials when he/she works, walking different paths, introducing different games, or choosing different times than usual when going out for walks etc. The goal is for the routine to be predictable but also vary slightly so the focus is on the structure not the detail.

5. Structure work/activity systems

This helps the child understand the task, stay focused and complete the task independently. It answers four key questions: first, what is the task or activity?, secondly, how much work is required for this task during this specific period?, thirdly, how will the child know when he/she is making progress and when the activity is completed?, and lastly, what happens after the task is completed?

For an autistic child who may struggle to understand language, these questions can be answered using pictures, symbols, colors, numbers, or objects. For example, when doing a matching activity, using items like Velcro to stick pictures where appropriate and ensuring the activity is visually clear on what the child needs to do i.e. matching colors or shapes.

On the other hand, an autistic child who understands language would do well with written lists of tasks and labels.

6. Visually structured activities

Activities need to be visually clear and meaningful to the child. If the child can't touch, see or hold the activity, he/she will likely not engage in the activity nor find it engaging enough for him/her to give attention. Visual instructions tell the child what he/she needs to do, visual organization involves providing the required materials needed to complete the task, neatly organized and stable. Finally, visual clarity helps the child on the autism spectrum know what he/she is doing because it is clear and it is not visually distracting, overwhelming, or confusing.

What are the benefits of the TEACCH method?

Besides the fact that the TEACCH method was developed specifically for children with autism, its use of visual cues for teaching makes learning more accessible, especially for children who are non-verbal. Visual aids make learning a universal tool.

The main goal of the TEACCH method is for children on the autism spectrum to acquire social skills and to help change their perception of social settings in a positive way.

Research studies have shown the TEACCH method is effective; one study states that this method impacted autistic children's adaptive behaviors, plus social reciprocity, including the parents' stress levels and parent-child interactions. Similar research has shown this method is effective in reducing self-injurious behaviors

An added benefit to the TEACCH method is that, when parents are trained and can apply this method of teaching at home, and thereafter the child's behavior becomes more adaptive in their everyday routine, parental stress decreases. The role of parents in applying this method at home not only increases the efficacy of this methodology, but also contributes to the child's independence and improved integration socially.

Summing-up

# data[].attributes.attachment_link.title
Understanding and Utilizing the TEACCH Method

# data[].attributes.attachment_link.description
TEACCH method is a structured form of teaching for ASD which focuses on the child's development needs, interests, and skills to develop the child's autonomy.

# data[].attributes.body
Many students with autism have sensory processing differences. Sensory supports like fidgets, noise-canceling headphones, and sensory breaks can help manage sensory sensitivities.

# data[].attributes.attachment_link.title
Sensory Strategies and Supports for the Classroom - GriffinOT

# data[].attributes.attachment_link.description
Occupational therapist Kim Griffin explores how to embed sensory strategies into your classroom for children with sensory differences.

# data[].attributes.body
First created by occupational therapists Wilbarger and Wilbarger (1991), is an individualized plan of physical activities and accommodations to help a person meet their sensory needs.  The plan provides the sensory input needed to stay focused and organized throughout the day.  The main goal of a sensory diet is to prevent sensory and emotional overload by meeting the nervous system's sensory needs;  however, it can also be used as a recovery technique.  Understanding a child's sensory profile and the activities which create calmness and regulation can really help when a child feels overwhelmed and out of control.  Engaging children in sensory experiences  on a regular schedule can support focus, attentiveness and interaction.  Children may feel less anxious when they feel comfortable and in control.  An occupational therapist usually designs a sensory diet.  Parents and caregivers can then use the tailored activities at home; teachers/educational assistants can use it at school.  The reason it is recommended to consult with an OT who has experience with sensory processing issues is because one the trickiest aspects of sensory difficulty is recognizing when a child is overreactive or underactive in any given moment, then adjusting sensory input to meet them where they are, and providing the right challenge to help them move forward into a “just right” state of being.

# data[].attributes.body
Using communication aids such as picture exchange communication systems (PECS), speech-generating devices, and simplified language can enhance communication for students with complex needs.

# data[].attributes.attachment_link.description
Here we share examples of some tools and techniques to support autistic people with communication - including social stories, comic strip conversations, and more…

# data[].attributes.body
Social skills training helps students navigate social interactions. Role-playing, social stories, and peer interactions can be effective strategies.

# data[].attributes.attachment_link.readable_text
Many children and adults on the autism spectrum need help in learning how to act in different types of social situations. They often have the desire to interact with others, but may not know how to engage friends or may be overwhelmed by the idea of new experiences.

Building up social skills with practice can help enhance participation in the community and support outcomes like happiness and friendships. We have compiled social skills tips and information from experts, teachers, and families, along with useful tools to help enhance opportunities to be part of the community.

What Are Social Skills?

Social skills are the rules, customs, and abilities that guide our interactions with other people and the world around us. In general, people tend to "pick up" social skills in the same way they learn language skills: naturally and easily. Over time they build a social "map" of how to in act in situations and with others.

For people with autism it can be harder to learn and build up these skills, forcing them to guess what the social "map" should look like.

Social skills development for people with autism involves:

Direct or explicit instruction and "teachable moments" with practice in realistic settings

Focus on timing and attention

Support for enhancing communication and sensory integration

Learning behaviors that predict important social outcomes like friendship and happiness

A way to build up cognitive and language skills

Who Can Teach Social Skills?

There are many social skills to learn, so many different people will teach them in different settings - at home, school, and in the community. A special education teacher, speech pathologist, or other clinician may lead a "social skills group" that combines direct, explicit instruction with opportunities to practice and generalize these skills in more natural environments. This means real life practice with peers! Other professionals that support social skills include:

occupational therapists

behavioral therapists

school psychologists

general education teachers

health and PE teachers

many other direct care staff

Social Skills Groups

Social skills groups offer an opportunity for people with autism of all ages to practice their social skills with each other and/or typical peers on a regular basis. Many groups follow commercially available social skills curricula. A review of five studies on social skills groups by researchers at the University of Utah and the U.C. Davis MIND Institute helped identify what makes an effective social skills group.

Effective Social Skills groups should*:

Provide structure and predictability

Break down abstract social concepts into concrete actions

Simplify language and group children by language level

Work in pairs or groups with cooperation and partnership encouraged

Provide multiple and varied learning opportunities

Foster self-awareness and self-esteem

Provide opportunities for practice so that skills are used beyond the group in real life settings

*Excerpted from Social Skills Interventions: Getting to the Core of Autism developed for the Interactive Autism Network (IAN) by Teresa j. Fodden and Connie Anderson, Ph.D.

A Promising Model

The PEERS program at UCLA, which stands for Program for the Education and Enrichment of Relational Skills, is a 16 week-long program that teaches social skills, including tips on dating. Read more about the program:

Tips from Our Community

We asked Autism Speaks families for tips and ideas on social skill building. One mom shared,

My son plays social therapy games at a local social skill group where they let him practice with his peers. He has a chance to ask 'why' certain social skills are important in a safe and supportive space.

Read more social skills improvement ideas from our community here.

Search our Directory to find Social Skills programs in your community.

Using Personalized Teaching Stories

People with autism benefit from having information presented visually, such as a chart, a booklet, or an electronic device. Using personalized teaching stories provides a visual aid for people with autism to know what to expect in different situations and to learn what is expected of them in these situations.

Through pictures and simple language, these stories can make everyday social situations more predictable for people with autism, as well as giving them strategies for navigating these situations more effectively.

Autism Speaks partnered with the University of Washington READI Lab and Microsoft Office to provide this series of personalized templates for parents and therapists to customize to explain social situations to people with autism.

Personalize the templates with your own photos to explain what to expect and how to act in a variety of everyday situations. Personalized Stories:

Open the Doors to Your Community

Participation in the community can be enhanced through improvement in the social skills of people with autism.

# data[].attributes.attachment_link.title
Social Skills and Autism | Autism Speaks

# data[].attributes.attachment_link.description
Many children and adults on the autism spectrum need help in learning how to act in different types of social situations. They often have the desire to interact with others, but may not know how to engage friends or may be overwhelmed by the idea of new experiences.

# data[].attributes.body
There are numerous books and articles that provide insights into supporting students with autism and complex needs. 'The TEACCH Approach to Autism Spectrum Disorders' by Gary B. Mesibov and Victoria Shea is a great start.

# data[].attributes.attachment_link.readable_text
TEACCH (Treatment and Education of Autistic and related Communication-handicapped CHildren) has grown over the past three decades from a small clinic for children to an internationally recognized treatment and support modality for individuals of all ages with autism spectrum disorders. In The TEACCH Approach to Autism Spectrum Disorders , the program's founders and their colleagues explain its methods and philosophy based on an understanding and respect for "the culture of autism."

The TEACCH program focuses on persons with autism and the development of instruction and supports based on each individual's skills, interests, and needs. It draws from the research literature in psychology and neuropsychology to create activities and environments that are organized to emphasize meaningfulness―an approach that has proved crucial to an autistic individual's ability to learn, comprehend, and apply learning across situations.

The TEACCH Approach to AutismSpectrum Disorders explains how:

- TEACCH targets critical areas in executive functioning, engagement, communication, and social skills.

- Strategies can be tailored to an individual's unique developmental and functional level.

- Parents become involved in all phases of intervention as collaborators, cotherapists, and advocates.

- The program can be introduced and adapted for individuals of all ages, from preschool children to adults.

- Professionals can be trained in the program and its methods.

This progressive program offers individuals with autism, their families, teachers, and therapists both optimism and useful strategies, without minimizing the condition or its effects. All clinicians working with people with autism will find The TEACCH Approach to Autistic Spectrum Disorders a valuable resource.

# data[].attributes.attachment_link.title
The TEACCH Approach to Autism Spectrum Disorders (Issues in Clinical Child Psychology S)

# data[].attributes.attachment_link.description
The TEACCH Approach to Autism Spectrum Disorders (Issues in Clinical Child Psychology S): 9780306486463: Medicine & Health Science Books @ Amazon.com

# data[].attributes.body
Websites like Autism Speaks, TEACCH Autism Program, and the National Autistic Society offer valuable information and resources for educators and parents.

# data[].attributes.body
Attending training and workshops on autism and special education can provide hands-on strategies and connect you with other professionals. Check local universities or organizations for upcoming events.

# data[].attributes.attachment_link.readable_text
Training & Workshops with The Autism Project

Providing training and workshops enables The Autism Project to carry out our mission. They are based on innovative and emerging theories, interventions, and approaches, and provide parents and professionals the opportunity to gain knowledge that helps them better support the children they parent, care for, or work with and the community surrounding those children.

We offer a range of training opportunities, educational events, and multi-week series for both parents and professionals. Our Family Support and Training & Consulting teams provide training at our Johnston office, on-site in schools and organizations, and via online webinars.

Sample Trainings & Workshops

The following are examples of trainings and workshops delivered by our Training & Consulting team. Sessions and series for professionals provide contact hours and offer professional development credits. Please note that this list is not exhaustive - we have developed many other trainings that are not included here.

If you are interested in booking any of the below, viewing a more complete list of sessions and series, or requesting a customized training for your school, program, or organization, please reach out to Deb Langevin, Training & Consultation Coordinator, at dlangevin@lifespan.org.

For Professionals

Facilitated Conscious Discipline® Book Study

A 10-session introduction to the core methodology of Conscious Discipline®, a leader in brain-based, social-emotional learning that is proven to build resilience in children, families, educators, and schools.
This series is designed for teachers and related school/center/program-based staff who will be leaders in the implementation of CD.
Building a Positive School Culture

Professionals demonstrate a code of conduct and value system through daily interactions. When the classroom is running smoothly, professionals easily model a positive conflict resolution approach. However, when challenges arise and the environment is stressful, what happens? In this training, The Autism Project shares an approach to help professionals to become conscious of their behavioral patterns, so they can teach students how to learn and listen to their internal guidance system.

This series is designed for teacher assistants, child care providers, and related school/ center/program-based staff who work to support children and lead teachers across the day.

Where Do I Start? (English or Spanish)

The goal of healthy relationships is to balance the need to be an independent self (the sense of "I") and the need to be connected (the sense of "We"). A secure student feels comfortable with both. This training teaches about how our attachment history can unconsciously impact current relationships and how structures, rituals, and routines created in a School Family (a Conscious Discipline© concept) create a model for building positive school culture.

For Parents & Caregivers

Parent to Parent
For more information about Parent to Parent, reach out to Sue Jewel, sjewel@lifespan.org.
Parent to Parent is a good place to start for any parent, grandparent, caregiver, or family member who is starting their learning journey about ASD and how it impacts their child/children. It is a 5-week training program that provides a deeper understanding of the diagnosis and teaches evidence-based strategies that work at home, at school, and in the community. The Autism Project runs Parent to Parent twice per year in English and Spanish.

Toilet Training

Toilet training is challenging for most parents and caregivers. This 2-hour training discusses why toilet training a child with ASD can be especially challenging, and provides strategies and tools to begin the process. Though this training was originally designed for parents, many professionals have taken Toilet Training and used the strategies presented.

Creating the Connections*

The Autism Project is invested in increasing parents' and caregivers' knowledge about developmental milestones so that developmental concerns are readily identified and addressed as soon as possible. We know that the sooner a child with developmental delays is referred to appropriate services, the better his/her/their opportunity for improved long-term outcomes (whether eventually diagnosed with ASD or not!).
*Creating the Connections has been adapted and delivered to over 2,000 frontline professionals since 2016. The training was a resource developed by The Autism Project's HRSA-funded, 3-year project of the same name.
This two-hour training developed with support from HRSA provides parents and caregivers with information about and tools to engage in developmental tracking, resources for parents and caregivers with concerns about their children's development, and a brief overview of the early signs of ASD and other developmental disabilities.

Introduction to Conscious Discipline®

Conscious Discipline® is an evidence based, self-regulation program that integrates social emotional learning & discipline based connections and problem solving. Families and Community members are invited to participate in a 3 week series to learn about Conscious Discipline® and strategies to be used at home.

Series begins on Wednesday, December 4, 2019 from 5:30 m. to 7:30m. at the Woonsocket Head Start Child Development Association Inc. 204 Warwick Street in Woonsocket, RI. Childcare & Transportation provided upon request. Dinner will also be provided.

***Participants will receive a certificate and a $25.00 gift certificate upon completion***

For Questions or Registration: Alicia Ead 401-785-2666 ext. 4 aead@lifespan.org Or Jodie Sexton at jsexton@whscda.org

For Everyone

A Starting Point

The Autism Project's nine-week training series for professionals, parents, and caregivers focused on teaching and raising children with ASD. The series is presented by both a parent of a child with autism and a professional. Session topics include: an overview of ASD (Autism Thinking©), Visual Structure, Communication, Sensory Integration, Emotional Regulation, and Positive Behavior Supports.

ASpire

A five-week training series designed for professionals, parents, and caregivers working with, caring for, or raising autistic people previously diagnosed with Asperger Syndrome ( under the DSM-IV). The program helps to teach participants about the unique characteristics and learning styles of persons with this disorder and the best practices identified that are most effective in addressing their needs.

Autism Thinking©

It is important for parents, professionals and, community members to understand what autism spectrum disorder is, and more importantly, how an individual's autism impacts him/her/them across the day. This training presents the core deficits of autism and challenges participants to think of their students or family member as an individual in order to see, often for the very first time, how autism impacts his/her/their life. This knowledge enables parents and professionals to look at behavior differently and to gain insights to teach to the individual's needs and skill deficits.

Other Options

To inquire about customized options, please reach out to Deb Langevin, Training & Consultation Coordinator, at dlangevin@lifespan.org.
The Training & Consulting team is uniquely poised to create customized trainings. Our coaches and modelers are trained in an array of eclectic teaching models, strategies, and interventions and represent professional training in several fields, including Education, Special Education, Occupational Therapy, Speech-Language, and Social Work, to name a few.

# data[].attributes.attachment_link.description
Providing training and workshops enables The Autism Project to carry out our mission. They are based on innovative and emerging theories, interventions, and approaches, and provide parents and professionals the opportunity to gain knowledge that helps them better support the children they parent, care for, or work with and the community surrounding those children.

# data[].attributes.attachment_link.provider_name
Autism Treatment | Autism Behavior Services, Inc.

# data[].attributes.attachment_link.title
Free library of Social Stories for Autism | Autism Behavior Services, Inc.

# data[].attributes.attachment_link.description
Autism Behavior Services, Inc. provides free autism resources for parents and caretakers. Visit our website to access a library of free social stories for autism.

# data[].attributes.attachment_link.title
Special Ed. Classroom Setup - Independent Work Stations and Visual Schedules

# data[].attributes.body
Often times students will complete unfavorable tasks when they know what they are working towards. This student had a high interest with sharks once he completed his work he would earn time with his sharks. The time with sharks would be set to a significant amount of time and he would be prepped with what his next three tasks would be after his break.

# data[].attributes.body
Arrange materials and physical space to segment the environment into meaningful parts to reduce stimulation and minimize distractions.

Create boundaries help the student understand where he is supposed to be.

Add contextual cues to provide a general idea of what is expected to do there.

# data[].attributes.body
Samples of Sensory Diets. Please consult with OT prior to beginning.

# data[].attributes.headline
Defined Work Areas With Student Names & Pic Icons

# data[].attributes.subject
Defined Work Areas With Student Names & Pic Icons

# data[].attributes.body
Student workspaces defined by bookshelf parameters and individual desks with picture icons and names designated who will work where.

# data[].attributes.headline
TEACCH Tasks schedule of bins to complete with high interest for students:

# data[].attributes.subject
TEACCH Tasks schedule of bins to complete with high interest for students:

# data[].attributes.headline
Color Coded Lables for Individuals Work Bins/Visual of Expectations

# data[].attributes.subject
Color Coded Lables for Individuals Work Bins/Visual of Expectations

# data[].attributes.body
The directions are presented in a sequential steps with photos of materials in order to complete the task.

# data[].attributes.headline
Example of how to appropriately engage learners when they are overwhelmed:

# data[].attributes.subject
Example of how to appropriately engage learners when they are overwhelmed:

# data[].attributes.attachment_link.title
Easy-to-Use Calming Strategies for Autism

# data[].attributes.attachment_link.readable_text
What is TEACCH?

The TEACCH® Autism Program is a clinical, training, and research program based at the University of North Carolina - Chapel Hill. TEACCH was developed by Dr. Eric Schopler and Dr. Robert Reichler in the 1960s. It was established as a statewide program in 1972 and has become a model for other programs around the world.

TEACCH uses a method called "Structured TEACCHing." This is based on the unique learning needs of people with ASD, including:

Strengths in visual information processing

Difficulties with social communication, attention and executive function

Structured TEACCHing provides strategies and tools for teachers to use in the classroom. These help students with autism to achieve educational and therapeutic goals.  The Structured TEACCHing approach focuses on:

External organizational supports to address challenges with attention and executive function

Visual and/or written information to supplement verbal communication

Structured support for social communication

This method supports meaningful engagement in activities. It also works to increase students' flexibility, independence, and self-efficacy.

Structured TEACCHing strategies can be used alongside other approaches and therapies.

What Does TEACCH Look Like?

TEACCH programs are usually applied in a classroom setting. TEACCH-based home programs are also available. Parents work with professionals as co-therapists for their children so that they can continue to use TEACCH techniques at home.

Structured TEACCHing uses organization and supports in the classroom environment to help students learn best. This includes:

1. Physical organization

2. Individualized schedules

3. Work (Activity) systems

4. Visual structure of materials in tasks and activities

Who Provides TEACCH Services?

TEACCH methods are used by a variety of autism professionals:

Special education teachers

Residential care providers

Psychologists

Social workers

Speech therapists

To become trained, professionals must go through a certification program offered by the TEACCH Autism Program in North Carolina. Trainings are offered both online and in-person on the TEACCH campus.

The program includes two certification levels, Practitioner and Advanced Consultant.

Visit the TEACCH website for more information on training and certification.

What is the evidence that TEACCH works?

A 2011 review of more than 150 autism-intervention studies found that the TEACCH program had the strongest evidence of educational benefits of any recognized program. These benefits included improved learning (cognition) and motor skills.

Other studies found benefits of using TEACCH strategies in residential and employment programs for adults with autism.

Is TEACCH covered by insurance?

TEACCH® clinical services are provided as part of the UNC Health Care system's UNC Faculty Physicians group. UNC TEACCH accepts the same insurance providers as UNC Health Care. For a complete list please follow the link provided https://www.uncmedicalcenter.org/uncmc/patients-visitors/billing/insurance-accepted/.

Where do I find a provider trained in TEACCH?

Search the Autism Speaks Directory to find TEACCH-trained professionals in your area.

Visit the TEACCH Autism Program website to locate TEACCH regional centers in North Carolina.

For More Information
TEACCH Autism Program website

# data[].attributes.attachment_link.description
TEACCH® Autism Program is a clinical, training and research method from the University of North Carolina. Learn more about TEACCH® here.

# data[].attributes.attachment_link.readable_text
For a limited time, this interactive tool is free for all users to try!
Register

Description

Worry Bugs are a fun, colorful, and engaging way to teach children about worry and anxiety. Children will choose one of fifteen unique bugs, name them, and then complete games and activities related to worry. Each activity has a psychoeducation component that teaches general knowledge, triggers, warning signs, coping skills, and more.

After completing each activity, visit the review section to print a colorful summary worksheet of the information, and your client's responses to questions.

Suggested Uses

Education: Introduce children to the topic of worry by covering the basics. What is worry? Is it normal to worry? How can I worry less? These questions, and more, are answered throughout the activity.

Coping Skills: Let your clients choose their favorite coping and relaxation skills from a series of coping cards, or let them create their own. Then, in the review section, print a sheet of their favorite cards for practice.

# data[].attributes.attachment_link.description
For a limited time, this interactive tool is free for all users to try! Register Description Worry Bugs are a fun, colorful, and engaging way to teach children about worry and anxiety. Children will choose one of fifteen unique bugs, name them, and then complete games and activities related to worry.

# data[].attributes.attachment_link.description
To write a Social Story is to assume an invitation into the mind of a child, adolescent or adult with autism… Let’s be careful in there. Welcome to CarolGraySocialStories.com…I am glad you stopped by.

# data[].attributes.attachment_link.readable_text
I LOVE Social Stories more than I love Adapted Books.. I know... SURPRISING! (I feel guilty saying that!) I have spent a lot of the summer creating Social Story Bundles organized by themes! I have many more to come in my TpT and ETSY Stores!

(Here are a few that I have so far!)

What is a Social Story? A social story helps teach a skill or situation to a child using an easy to understand language for the child. Most social stories include a lot of visuals depending on the targeted audience. (I create mine with a LOT of visuals.. a picture per sentence usually!) A social story can help reinforce role play concepts, life-skills, conversational skills and much more!

When is the best time to use a social story? I use Social Stories on a daily basis. I rotate through all of my social stories and emphasize certain life skills supplement certain behaviors that may be occurring in my class. (If a kiddo is coming with bad breath, I'll just so happen to choose a brushing teeth story. If a kiddo keeps hitting his friend, I'll pick a keeping your hands to yourself story!) I also create individualized social stories for certain kids and personalize it with pictures of themeselves and insert their names into the text. EXAMPLE: I had a kiddo that would freak out with extreme anxiety every day the bell rang and his dad was not there already. I created an adorable social story about waiting for Papa and included pictures of him and his family. This really helped this kiddo in this situation, he would read it right before the bell rang!

Where should I implement Social Stories? A social story can be implemented in any setting! You can implement them at home, school, therapy, the car and much more! Depending on the kiddo's needs, you could create one for ANY situation! Are you getting the idea??? They can help with anything and everything in any situation!

Why implement social stories into my child's routine? A social story is used to reinforce crucial skills in any child's life. While much more work goes into these topics such as role-playing, video modeling, discrete trial, ABA etc., a social story is an easy portable mode of instruction that can be used to reinforce the concepts you teach in many other ways. Most importantly, the research supporting Social Stories is enormous. Social stories are proven to be effective with children with Autism, but children of all ages can benefit. I am a firm believer that any child can benefit from a social story.

Who benefits from social stories? Social Stories were originally created for students with Autism. Social stories are becoming much more common in special education classrooms full of childrne with all types of disabilities! I perosnally use it with all of my kiddo's and their different needs.

Who can create social stories? Social stories are simple to create. I have created many different versions of social stories! I've created the cutesy laminated and binded versions, the typed versions, the hand-written version real quick for a crisis situation and more. Any adult/supervisor can create a social story to help their child/student/client.

On a final note, I'd like to make a little disclaimer. Social Stories are not a "cure all" for any behaviors. Social stories will not change a behavior after one reading and sometimes the improvements are mini. It is important to repeat what I said earlier, I personally use social stories to reinforce concepts I am already teaching and working on with my kiddo's. With that being said, I am a firm believer in using, creating and implementing social stories into my classroom and home programs. I have seen them be effective with several kiddo's!!!

Here are the links to my Social Stories I have created so far! (You can purchase each book for $2 or the bundle for a discounted price!)

# data[].attributes.attachment_link.description
I LOVE Social Stories more than I love Adapted Books.. I know... SURPRISING! (I feel guilty saying that!) I have spent a lot of the summer creating Social Story Bundles organized by themes! I have many more to come in my TpT and ETSY Stores! (Here are a few that I have so far!)

# data[].attributes.attachment_link.title
Autism Video Modeling Work Systems (TEACCH) PART 1

# data[].attributes.attachment_link.readable_text
Use a visual schedule to explain what daily activities will be happening and where they will occur. Showing an individual with autism a daily schedule visually helps them to understand the sequence of activities throughout their day, including play time, academics, meals, chores, and other daily tasks. You can use objects, pictures, or written words, whichever method the individual best understands.

Helpful Hints

Show them what's been done and what is still left to be done by removing or crossing off the activities once they're finished.

Use the individual's specific interests in order to help them understand exactly when they will get to do their most favorite activity! This helps them to complete the other parts of their day, knowing when they will get to do their favorite things.

In times of uncertainty, everyone benefits from predictability!

# data[].attributes.attachment_link.title
TEACCH Tip #1 Visual Schedule | TEACCH® Autism Program

# data[].attributes.attachment_link.description
Use a visual schedule to explain what daily activities will be happening and where they will occur. Showing an individual with autism a daily schedule visually helps them to understand the sequence of activities throughout their day, including play time, academics, meals, chores, and other daily tasks.

# data[].attributes.attachment_link.readable_text
Autistic students respond well to structure.

A teacher must structure the classroom in order to effectively teach autistic students.

These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. But many times there is minimal understanding of how to plan for and use the concept of structure.

The dictionary states one definition of structure as the action of building or constructing-arranging things in a definite pattern of organization. For example, a gardener desiring a prosperous garden must use structure in planning and cultivating a garden. Seeds and plants must be arranged with a definite pattern of organization and using systematic methods to-allow for individual preferences and needs of plants for shade, sun, water, and closeness to other plants. Using this structure will amplify a plant's strengths and help to compensate for and circumvent its weaknesses. The plant will then grow faster and bear more fruit. Teachers, too, must structure and organize classroom life in order for students to expand their strong areas as well as grow in their weaker ones.

Before further exploring the use of structure in the classroom, it will be helpful to briefly review some of the deficits of autism and how they can point to a need for structure when planning for successful learning experiences.

Receptive language difficulty is characteristic of autism. Many times a student cannot understand language as well as a teacher believes he can, and so may demonstrate aggressive behaviors or lack of initiative. He also may lack the necessary language to communicate things appropriately, and so can not let the teacher know when he is tired, hot, hungry, finished, or bored except by tantrumming or aggression. He may have a poor sequential memory, and so he can not keep the order of even familiar events in his mind or is not sure when something different will happen. Often he feels more comfortable staying with familiar activities and will resist learning new activities or routines. Many times he is unable to organize or put limits on his own behavior and does not understand or acknowledge society's rules. This can result in trying to get others' attention in inappropriate ways or preferring to be alone. Because of his lack of social relatedness he may be unmotivated to please others or unrewarded by praise, and consequently seems resistant to learning. Hypersensitivity to sensory input can often lead to disturbing behaviors. Being easily distracted and lacking skills in perception and organization of time can also lead to behaviors that get in the way of learning.

Providing structure and organization in the classroom or any other learning environment on a student's level of understanding can help to alleviate or moderate these problems and the resultant ineffective learning situations.

This chapter discusses the features of structure that have proven useful in classrooms for students of all ages with autism. These features are physical organization, scheduling, and teaching methods. The key to effectively using each of these features is individualization. A classroom that is physically well-organized and scheduled will not benefit students unless individual student strengths and needs are considered in the planning phase. A teacher who uses teaching methods like prompts and reinforcement cannot do so effectively without assessing individual student interests and learning styles. Further discussion on the use of each of these features follows in the next sections.

Physical Organization

A teacher must teach autistic students the classroom in order to effectively teach students.

The physical layout of the classroom is an important consideration when planning learning experiences for autistic students. Even the arrangement of the classroom furniture can help or hinder a student's independent functioning and his recognition and compliance with rules and limits. Keep in mind the deficits of autism when planning the physical arrangement of the classroom so that it will be structured effectively. Many autistic students have organizational problems, not knowing where to be and how to get there by the most direct route. Because of receptive language difficulties, they will often not understand directions or rules. Structuring the environment gives them visual cues to help them understand. Some persons with autism are also easily and highly distracted by things in the environment. Teachers need to structure the environment so it is not as distracting.

Before planning the specific physical arrangement of the classroom, the teacher may want to give some thought to the general classroom environment. Good structure will not be as effective if there are other problems. Many times a teacher does not get a choice of which classroom is assigned her in the school. But if there is a choice, features to give attention to include size of the room, what other classrooms/students are nearby, number of and access to electrical outlets, location of nearest bathroom, lighting, distracting wall space, and other immobile features.

Some undesirable features can be overlooked or even modified, but there are a few situations that might necessitate a change in classroom. A classroom with multiple exits (especially one to the outside) is not desirable for a teacher with a student who is a runner. A classroom for intermediate students should not be located on the kindergarten hall. This type of situation does not provide any peer socialization opportunities and definitely places a stigma on the obviously bigger and older students. A too small classroom or one without adequate storage spaces creates an uncomfortable atmosphere of always having something in the way or working on top of each other. This does not provide a relaxed learning atmosphere. A very high priority feature is the bathroom location. Teachers who are doing toilet training do not want to have to make a long distance trek each time a student is scheduled for the toilet. Even if students have independent bathroom skills, valuable classroom time should not be wasted as they walk long journeys to and from the bathroom, if other arrangements can be made - Once the teacher has settled on a particular classroom site, she is ready to begin arranging and structuring the learning and training areas specific to the focus or content of her classroom. Having specific areas for learning specific tasks, marking clear boundaries, and making materials easily accessible helps students independently know where they are supposed to be and where to get their own materials. In this way teachers do not have to be constantly giving reminders to students and repeating directions. There is much less verbal confusion in the classroom. Every classroom and every student will not need the same amount of structure, though. Lower functioning students and those with less developed self-control will need more structure, more limits, boundaries, and cues than higher functioning students.

A teacher of younger students would want to structure learning areas for play, individual and independent work, snack, and developing self-help skills. There might also be a group area and a specific area for doing prevocational skills. A classroom for older students would have a leisure area, workshop area, domestic skills area, self help/grooming area, and places for individual teaching to occur. Many classrooms need to utilize a time-out area as a place for particular students to get away from distractions and stimulation and regain some self-control. All classrooms should have somewhere for students to put their personal belongings. This can be cubbyholes, lockers, or special boxes. The teacher's desk or area should be another established place in the classroom.

Establishing areas in the classroom can begin with the natural setting. For example, work areas are probably not good to set up near distracting mirrors or windows. if there is no avoiding this, then blinds or cardboard taped to the window can eliminate some distractions. It is beneficial to have work areas near shelves or storage cabinets, so work materials are easily accessible. Built-in cabinets are good for building a work area around because of the easy accessibility to materials. Blank walls are also good to build a work area around. Students' tables or desks face the blank walls and some distractions are thus eliminated. It is important that classroom furniture be the right size for students for age appropriateness and for their ease and comfort in completing their work. Areas where students spend some independent time, such as play or leisure, are better off not being located near exits. This can take away a bit of worry about student escapes from the teacher's mind. Rugs, bookshelves, partitions, tape on the floor, arrangement of tables, all of these can beused to make clear boundaries. For example, the carpeted area may be the leisure area. Students are not to be in any other floor area during break time. The workshop area may be outlined by shelves full of materials and 2-3 long work tables. When a student gets workshop materials, he then sits in that area to work. A teacher may use a small throw rug in front of the sink to show students where to stand when they are washing their hands or washing the dishes.

Materials should also be clearly marked or arranged at a student's level of understanding. Some materials are for teachers only. Some materials can not be used at play or leisure time. Pictures, color coding, number symbols, etc., can help students label and obtain or put away materials by themselves.

As a teacher plans the physical structure of the classroom it is important to remember to consider individual needs of students. Individualization can be illustrated with examples of three differently structured work areas within the workshop area in a classroom. On two sides of the workshop area are shelves full of workshop materials. This defines the workshop area. There is a table and chairs in the middle of the workshop area for those students who are not bothered by others' activities or are learning to work with distractions present. Another work table is facing a blank wall and pieces of tape on the floor show where chairs should be while working. This is for students who are more easily distracted and tend to wander when not busy working. A third work area is partitioned on two sides with dividers and faces a blank wall on the third side. The student who works here is easily distracted by what others are doing and has some behaviors which are disturbing to others while working. The structure needs for each student have been individually assessed and planned for. As students learn to function more independently, the physical structure can be lessened bit by bit.

Following are some questions for teachers to consider when arranging their classroom.

Is there space provided for individual and group work?

Are work areas located in least distractable settings?

Are work areas marked so that a student can find his own way?

Are there consistent work areas for those students who need them?

Does the teacher have easy visual access to all work areas?

Are there places for students to put finished work?

Are work materials in a centralized area and close to work areas?

Are a student's materials easily accessible and clearly marked for him or her?

Are play or leisure areas as large as possible? Are they away from exits?

Are they away from areas and materials that students should not have access to during free time?

Are boundaries of the areas clear?

Can the teacher observe the area from all other areas of the room?

Are the shelves in the play or leisure area cluttered with toys and games that are broken or no one ever uses?

A teacher must have a framework in order to effectively teach autistic students.

Two students are involved in a cooking activity in the kitchen area with the teacher assistant. There is a student latch hooking a rug in the-leisure area. Another student is independently completing a list-of activities in the workshop area, and a fifth student is doing some individual number work with the teacher. In the background a timer can be heard clicking off the minutes. It rings and there seems to be the potential for pandemonium as materials are put away, chairs are moved, reinforcers are awarded along with praise, a few directions are given, everyone moves to a new area of the room, and then steady work begins again. How does everyone know where to go and what to do? How do teachers know who they are responsible for? Why does it all flow so smoothly? This classroom most assuredly has a purposeful, clear, and consistent schedule-a framework that outlines who, what, where, and when.

Schedules are a part of the classroom structure needed by autistic students. Many students have problems with sequential memory and organization of time. Receptive language difficulties can also make it difficult for students to understand what they should be doing. Besides giving direction to everyone for certain time periods of the day, a schedule can help a student organize and predict daily and weekly events. This lessens anxiety about not knowing what will happen next. Besides knowing what activity will happen during a time period, a schedule can aid students in transitioning independently between activities. Their schedule lets them know where they should go next. Also, students with low initiative may be more motivated to complete a difficult or dreaded task if they see on their schedule that it will be followed by a more enjoyable task or activity.

There are usually two types of schedules being used simultaneously in classrooms. The first type is the general overall classroom schedule. The second type is individual student schedules.

The overall classroom schedule outlines the events of the day. It does not specify work activities for students but does show general work times, break times, etc. Here is an example of a typical schedule for an intermediate age classroom:

8:30 Student arrival, put belongings away, greetings
8:45 Work session 1
9:30 Work session 2
10:15 Break
10:30 Leisure learning/School friends
11:00 Work session 3
11:45 Prepare for lunch
12:00 Lunch
12:30 Outside/gym
1:00 Clean cafeteria tables and floors
1:45 Work session 4
2:30 Dismissal

This schedule shows when students are working and when they are doing other activities. During the work times the students and teachers might be involved in a variety of activities from independent prevocational work, individual training on self-help skills, to jobs around the school. These are reflected on individual student schedules. This general schedule may also serve as the weekly schedule, except on those days when field trips, special events, or community training are scheduled.

The general classroom schedule is usually posted somewhere in the classroom for all to be able to see and use. Often it is reviewed upon student arrival or during a morning group session. The format for this schedule may be written, as in the example. But not all students will be able to comprehend a written schedule. The same schedule as in the example can also be done with pictures or drawings representing the activities. For example, a picture of a desk or table can be used instead of the words "work session." Picture schedules can be arranged from top to bottom or from left to right on large poster board.

Using this general schedule, teachers can daily or weekly divide the responsibilities for teaching students. A clipboard with the schedule attached to it for each teacher is easy to handle and glance at. Considerations when dividing teaching responsibilities include which students work well in small groups, which students have independent work skills, what activities will involve a teacher out of the room with students, and which students have hard to manage behaviors. Both teachers (and other volunteers using the schedule) must feel they know what and who their instructional responsibilities are.

To help students understand what to do during the activities listed on the general schedule, individual student schedules are used. These can take a variety of forms but must be individually oriented, i.e., age appropriate, balanced with difficult and successful activities, based on student level of comprehension, and based on student endurance level (how often reinforcement or change in activity is needed).

Individual schedule types can vary from ones that are teacher directed and administered to those that students make up and follow themselves. The important aspect is that they are individualized , i.e., understood by the students they are developed for. Some examples are described below:

As the teacher and a student finish an activity and its subsequent reinforcer, the teacher shows the student an item from the next activity. The student either moves to the appropriate area taking the item with him, or he uses the item as an example to get other materials needed and brings them to his work table.

On a student's desk is a strip of poster board with different color circles paper clipped to it in a vertical row. The student has learned to take the topmost circle and match it to the same color circle taped to a box on the work area shelves. He takes the box back to his desk, completes the task in the box (with or without teacher help, depending on the task), and puts the box back on the shelf when finished. He continues this until all the color circles have been done.

Tacked to the bulletin board beside a student's-work area are rows of 4-5 Polaroid pictures for each work session. The student starts with the topmost picture and gets materials needed, completes the activity and puts his materials away. He continues following this schedule through all the pictures for a work session. The last picture in each row is of a game or toy that the student likes. When he reaches that picture, he can play with the toy until the bell rings for the next work session to begin. Taped to a student's desk is a piece of paper divided into 3 rows of 3 squares each. Each square has a drawing or a list of numbers in it. Each square corresponds to a time block of the general classroom schedule. The student follows the schedule from left to right. The first block lists numbers of the tasks he is to do independently in the workshop area. At the signal which ends the first work period, he follows directions in the second box which shows a drawing of a table and chair representing individual work with a teacher. The third block has a drawing of the break area. The student continues following the schedule throughout the day. This student receives money upon successfully completing or attempting all the activities listed or drawn in each block. He spends his money at snack and at the end of the day for edibles or inexpensive treats like stick-ons.

After arriving, a student puts away his personal belongings and picks up his clipboard which is hanging on the wall. On the clipboard is a time schedule which includes all his activities for the day, each followed by a small box for a checkmark. The teacher and student wrote the schedule together at the end of the previous day. He sees what his 8:30 activity is and does it to completion. He then calls the teacher to check his work and receives a checkmark in the box on his schedule. His next task is scheduled at 8:50. If there is time remaining he may spend it quietly in the leisure area. He proceeds through the day by referring to his schedule and the clock. He does not receive checkmarks if he does not finish a task in the allotted time or with appropriate behavior. Receiving a certain number of checkmarks results in a star on a chart at the end of the day. Four stars during the week leads to his choice of free time activity instead of work on Friday afternoon.

All of these examples show individualization. For students who do not read or cannot understand pictures, then colors or objects are used to help them move through daily activities. Some schedules have 2 or 3 activities to be done within a time period while others have only one before a break or reinforcement occurs. Each individual schedule also reflects a student's preference for activities-alternating enjoyable with less enjoyable.

Utilizing clear and consistent schedules facilitates a smooth running classroom and grants more time for real teaching and learning instead of constant reorganizing and planning during student time. As students learn to comprehend and follow schedules, they develop good independent functioning skills and direction following skills, both of which are very important skills to have for successful functioning in future placements, e.g., vocationally and residentially. Following are some questions teachers need to consider when planning classroom and individual student schedules.

Is the schedule clearly outlined so that teachers know all daily responsibilities?
Is there a balance of individual, independent, group, and leisure activities incorporated daily?
Do individual student schedules consider student needs for break times, reinforcement, unpreferred activities followed by preferred activities?
Does the schedule help a student with transitions - where to go and what to do?
Does the schedule help a student know where and when to begin and end a task?
How are transitions and changes in activity signaled? timer rings? teacher direction? student monitors clock?
Is the schedule represented in a form that is easily comprehended by the student?

A teacher must systematize and organize teaching methods in order to effectively teach autistic students.

Another way structure is used to help students function successfully is in the setting up of teaching tasks. Again, receptive language difficulties hinder autistic students' understanding of what is expected of them. Directions for tasks and the use of prompts and reinforcers should be organized and systematic in order to build success experiences for students. This makes learning situations more predictable (and therefore easier) for students and helps to overcome distractibility, resistance to change, and lack of motivation. Giving a student directions for tasks can be done verbally and nonverbally. In either case, the directions should be given at a student's level of understanding. For verbal directions this means using the minimum amount of language needed. For example, do not say, "I want you to finish putting all these nuts and bolts together, and then, when you finish, you can go over to the play area and choose a toy to play with." This statement gets your point across just as well, "First finish nuts and bolts, then play. 11 Verbal directions should also be accompanied with gestures to help students understand. In the example above the teacher could point to all the nuts and bolts and then to the play area while giving the directions. A most important aspect of giving directions is having the student's attention before the directions are given. This does not necessarily mean eye contact has to be established. Some students may signal attention by body orientation, a verbal response, or-by stopping other activities. When giving directions, a teacher needs to make sure expectations and consequences are clear and organized for the student. If a student does not know where materials are, how to start a task, or what to do when he is finished, then he is not likely to perform a task up to teacher standards.

Besides using gestures, as mentioned above, directions can also be given nonverbally with contextual and visual cues, like systematically presenting and positioning materials and using jigs and written instructions.

Uniformly setting up a student's work from left to right gives him an organized and systematic base for completing tasks more independently, without as many verbal teacher directions. Providing only the materials a student will need for specific tasks will be less confusing to him. Placing materials in the setting where they will be used can also help a student follow directions and complete tasks more successfully. For example, having glass cleaner, sink cleanser, toilet bowl cleaner, and sponges sitting in a bathroom that is to be cleaned are cues as to what tasks should be done and what materials to use.

Jigs and written instructions also help a student get and stay organized while working. Teachers can use samples or pictures of finished products to show students what needs to be done. Pictures and written instructions (similar to a recipe) can be used to help students complete a sequential task in the right order. A teacher must be careful, though, not to give a student visual cues that are too distracting. Some students may not be able to comprehend complex picture jigs or may not have learned how to work from left to right yet. These skills should be assessed and training planned on an individualized basis, just as any other skill is taught.

When teaching students new tasks, teachers use prompts to help students be successful in what they are learning and doing. There are different types of prompts used to assist students or give them reminders. A physical prompt is used when the teacher guides the student's hands in pulling up his pants after using the bathroom. A verbal prompt is used when the teacher tells a student to put a napkin on his lunch tray. A visual prompt can include a variety of forms, e.g., the jigs and written directions mentioned in the preceding paragraphs, a color card which a student matches to a work box to get his own work, PEANUT BUTTER written in extra large, bold letters on the jar to bring the student's interest to that jar. A prompt can also be gestural, for example, instead of telling the student to get a napkin, the teacher points to the napkin holder or to the empty space on the student's lunch tray. Modeling or demonstrating how something is done can also be a prompt. Prompts can also be situational, such as "Hi", which is a prompt to greet someone.

To effectively use prompts, a teacher must be systematic in their presentation. That is, the prompt must be clear,.consistent, and directed toward the student before he responds incorrectly. For example, a teacher is teaching Chuck how to wash dishes. The step she has chosen to work on first is adding the correct amount of detergent to the water as it is running into the sink. After a week Chuck has not shown much improvement in learning this. A lesson usually goes like this. Chuck picks up the detergent bottle and begins squirting it into the water. He squirts out way too much detergent. The teacher notices this and says, "No", which is a prompt to greet Chuck. That is too much. Only use a little detergent." This is an ineffective attempt at using a prompt.

To effectively prompt Chuck to learn the correct amount of detergent to use, the teacher could start with a verbal prompt. When Chuck picks up the detergent bottle, she says, "Only a little bit of detergent." Then she helps Chuck squeeze the bottle into a measuring item (for example, a lid from a soda pop bottle) and shows him how to swish the measured detergent into the water to make suds. This continues for 3 days. Eventually the teacher does not have to use the verbal or physical prompts and Chuck measures the correct - amount of detergent on his own using the soda pop bottle lid. A variety of prompts were used to make it clear to Chuck how much detergent to use, and the prompts were all presented before he had a chance to use an incorrect amount of detergent.

Teachers also need to be aware of giving prompts and cues to students when they do not mean to. This is where teacher and student positioning in the learning situation is very important. Many times correct responses can be relayed to students by the slightest movement of the head or eyes of the teacher toward the correct response. Some students will not continue working without glancing at the teacher after each step for confirmation and reassurance of their performance. In these situations the teacher may want to station herself beside or behind the student instead of in front of him or her. In this way, fewer unintended prompts and cues will be passed on.

Most people are motivated to work because of a combination of praise from others, intrinsic satisfaction, and compensation by paycheck. Autistic students often are not automatically motivated by these things. Teachers need to find out what things are motivating for students and then teach students how a contingency system works for them. For example, a teacher discovers that a student is very interested in feeling and using sandpaper. Work times are arranged so that he knows that when he finishes doing his work, he can use the sandpaper in the workshop area. Hopefully, this situation helps a student to build a motivation to work.

Reinforcement can include a variety of items or activities. Many students are motivated by food or toys that they really like. Others may be motivated by a preferred activity. Some students may be able to earn money or tokens throughout the day and save them to trade in for a reinforcer at a later time. All students should receive praise and social reinforcers, even when receiving a more tangible reinforcer. There are some students for whom praise from an adult or authority figure may be motivating enough to keep them busy working and learning. There are also some students who will find satisfaction in completing work and do not need other kinds of reinforcement. To utilize reinforcement as an effective teaching tool, a teacher must be systematic in her use of it. The type and frequency of reinforcement for individual students should be planned prior to activities. (Some students may need constant and frequent reinforcement while others can handle more intermittent reinforcement.) The type of reinforcer must be appropriate and natural to the activity the student is doing and to the level of student understanding. (For example, if a student does not understand how a token system works, then this will not be an effective reinforcer. If making requests is the behavior being reinforced, then do not reinforce a request for juice with an m&m. The appropriate consequence or reinforcer is to get juice.) The teacher needs to make sure the reinforcing consequence immediately follows the behavior or skill being learned or increased so that the relationship between the two is clear to the student. A teacher should be able to determine if a reinforcer is effective by assessing student interest and acquisition or gains in the skill or behavior being reinforced.

Following are some questions that teachers should consider when planning how to effectively structure their teaching methods.

Does the teacher have the student's attention before directions are given?
Is the verbal language used specific to a students level of understanding and are gestures paired with verbal instructions to help a student understand when he is having difficulty comprehending?
Is the student given enough information to be able to complete a task as independently as possible?
Does the setting and organization of materials help convey directions to a student?
Are materials presented in an organized manner?
Are there too many materials presented at a given time?
Is a student given as much help as he needs to complete a task successfully?
Are appropriate prompts chosen specific to a student's learning style and level?
Are prompts presented before a student responds incorrectly?
Has the teaching setting been structured so that a student does not receive unintended prompts?
Is the student given clear feedback regarding correct and incorrect responses or behaviors?
Are consequences and reinforcers for behaviors made clear to the student?
Do they immediately follow the desired behavior?
Is reinforcement given frequently enough?
Are reinforcers based on a student's level of understanding and motivation?

To effectively teach autistic students a teacher must provide structure, i.e., set up the classroom so that students understand where to be, what to do, and how to do it, all as independently as possible.

TEACCH Staff
Chapel Hill TEACCH Center
Lee_Marcus@unc.edu

# data[].attributes.attachment_link.title
Structured Teaching by TEACCH Staff | TEACCH® Autism Program

# data[].attributes.attachment_link.description
Autistic students respond well to structure. A teacher must structure the classroom in order to effectively teach autistic students. These statements or similar ones are often proclaimed by teacher trainers and other professionals familiar with autism. But many times there is minimal understanding of how to plan for and use the concept of structure.

# data[].attributes.attachment_link.description
Check out this US Letter designed by Elizabeth Hartnett.

# data[].attributes.headline
Example for student with social story-KP

# data[].attributes.subject
Example for student with social story-KP

# data[].attributes.body
Plan to add real pictures for her to visualize entry into the PE room.

# data[].attributes.attachment_link.title
When we go to the gymnasium, it's a special place where we can move, play, and exercise. The gymnasium is a big room with lots of space.

# data[].attributes.attachment_caption
This is the opening slide  for my daily slides. The students come in and see this slide for their morning reminders and attendance. The rest of my slides take us through the day with links to learning for each subject.

# data[].attributes.body
This is a picture schedule that I have created for one of our students with an opportunity for choice time throughout the day.