Structured teaching is a visually based approach to creating highly structured environments that support individuals with autism in a variety of educational, community and home/living settings (Mesibov, Shea, & Schopler, 2005).
The provision of structured supports is aimed at building on the strengths of Autistic people as well as addressing some of the challenges in relation to executive function and sensory difficulties. There is some supportive evidence for the use of structured supports across the home, school and employment settings, particularly in relation to improved social behaviours and reduction in behaviours of concern.
Fundamentals of best practice – structured supports
Focus on modifying the environment to create structure
Modify the environment to meet the needs of individuals on the autism spectrum. In the school setting, strategies include removing distractions in the environment to address sensory issues, providing consistent and structured routine for classes and playtime and designating specific teaching areas for specific purposes. Read more about the use of structured teaching strategies to support Autistic students to stay on task.
In the therapy setting, a well-organised therapy environment with clearly defined areas for different activities minimal distractions (e.g. clutter, noise), sessions that follow predictable patterns supported by visual schedules and use of visual supports (e.g. task cards, social stories, timers to indicate how long an activity will last) are helpful.
In the employment setting, similar strategies can be implemented. These include reducing sensory stimuli (e.g. clutter, noise) to create a calm and focussed setting, establishing work routines, sitting Autistic employees close to co-workers, avoiding unnecessary relocation, and permitting the use of headphones to reduce auditory stimulation.
Use of tools and strategies to improve learning and communication
- Use checklists, schedules and timetables for organising tasks and time.
- Use visual aids for defining physical boundaries, scheduling and organising.
- Notify individuals of changes to schedules or activity disruption in advance.
- Communicate and clarify study and job expectations early on.
The provision of structured supports requires advanced planning
To successfully modify the environment to create the structure needed by individuals on the spectrum, it is important to understand ahead of time through comprehensive individualised planning the difficulties experienced by the person and modify the environment based on that person’s support needs.
Practice
Aspect’s approach to the use of structured supports is based on the five core components developed by TEACCH® Autism Program. Aspect’s comprehensive guide to structured supports is available to download. A brief overview of the core components is provided below.
1. Physical organisation
Create physical environments that are organised and predictable, with designated spaces for different activities. This includes using visual boundaries, clear signage, and consistent placement of materials to help Autistic individuals navigate their surroundings and understand expectations.
2. Routines
Routines provide structure and predictability, which are particularly beneficial for Autistic individuals during transitions or periods of change. Routines involve establishing consistent and predictable sequences of activities throughout the day. This may include morning routines, mealtime routines, classroom routines, among others. Routines are often depicted visually using schedules or visual supports, such as picture cards or written instructions.
3. Schedules
A visual schedule is a sequence of activities, which when understood makes the day more predictable. A schedule moves a person through physical spaces and is a great way to prepare a person for the day ahead and changes in the day. The more predictable a day is, the less anxiety a person will feel. A schedule shows a person where and when something will occur and in what sequence, and it can teach flexibility by forewarning a person of changes to the day.
4. Work systems, also known as activity systems
Work systems are individualised systems designed to structure and organise tasks for individuals on the autism spectrum. These systems typically involve using physical or visual cues to outline the sequence of tasks, provide instructions, and indicate when each task is complete. Work systems promote independence, task completion, and skill development in various settings, including home, school and community environments.
5. Visual supports
Visual supports such as visual schedules, picture cards and visual instructions are integral to Aspect’s practice. These aids help students and participants to comprehend and follow instructions, anticipate transitions, and communicate their needs more effectively. Visual supports are tailored to the individual's strengths and preferences to maximise their effectiveness. Visual supports for communication include low-tech options such as gestures (sign language), communication boards, and Picture Exchange Communication System (PECS). High-tech options include speech generating devices with software such as LAMP and Proloquo2go.
