STRUCTURED TEACHING

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STRUCTURED TEACHING

• Visual Supports for all Students
• Bette Greer - NHCS

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What is structured teaching?

• Structured teaching is a method of helping
  children to cope in our disorganized and
  unpredictable world

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Those who are without structure may be confused,
anxious and can display challenging behaviors.
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Many people require organization in their daily
lives because they are unable to create it
themselves.
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Why use structure in the classroom?

• It helps the child to understand and utilizes
  their strengths of visual processing

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Why use structure in the classroom?

• 2. It helps children to be calm by adapting the
  environment to make it orderly and predicable

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Why use structure in the classroom?

• 3. It helps children to learn better

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Why use structure in the classroom?

• 4. Structure is the prosthetic device that will
  help the child to achieve independence

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Why use structure in the classroom?

• Structure is a form of behavior management
  because it helps to reduce anxiety and
  disorganization

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Structure
clarifies what is expected
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Five elements of structure in the classroom

• 1. Routines

2. Physical Structure
3. Daily Schedules

• 4. Individual Work Systems

• 5. Visual Structure

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• 1. Routines

LEFT TO RIGHT
First tHEN
Start and Finish
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• 2. Physical Structure

Physical structure refers to the way that we set
up and organize each area of the room
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Clear Physical and Visual Boundaries. . .
Help the child to focus on the concepts and not
the details by clarifying the Boundaries 
And
Helps to define the Basic
Teaching Areas
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Some children will need a high degree of physical
structure to support their sensory needs.

• Such as the child who is so distracted
  by the environment that he/she
  cannot focus or stay at one activity.
• Or, the child who is intolerant of others
  either invading his space
  or touching what he considers to
  be his.

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3. Daily Schedules
Schedules can help children predict and
Organize daily events
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So who needs a schedule?

• Children who have problems with sequential memory
  and organization of time

• Children who have receptive language deficits and
  cant remember all your instructions

• Children who become anxious because they are not
  sure what they have to do next

• Children who have problems transitioning and
  leaving one thing to go to the next

Do you have any like these?
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Types of Schedules

• Object to Object

• Single picture

• Picture cards/photograph cards

• Pictured written list

• Written cards / written lists

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Types of Schedules

• Object to Object
• This system consists of concrete objects. It is
  used to promote the understanding of objects as
  they relate to symbols. As this understanding
  increases, the concrete objects can be phased
  out.

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Types of Schedules

• Single picture

With some students, using a schedule system
needs to begin slowly. As an initial step in
learning to use this schedule, the student is
handed a single symbol for his favorite
activity which is matched to the symbol on
the door where the activity is stored.
Initially, this is done with lots of prompt
support from his teacher or teacher assistant
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Types of Schedules

• Picture cards/photograph cards

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Types of Schedules

• Pictured written list
• It is best if schedules include written words on
  the symbol cards. This ensures consistency of
  language and promotes literacy. The use of
  consistent language, especially when working
  with a student with a language disorder,
  promotes the development of language
  comprehension and use. Written words also provide
  cues for consistent language when new staff join
  the team or when there is a
  substitute.

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Types of Schedules

• Written Words only
• This schedule shows an embedded task list or
  event expectations
• It also allows for choices

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Types of Schedules
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Types of Schedules

• Mini schedules
• Mini schedules are useful in targeting certain
  events or tasks in the daily schedule where a
  child has difficulty. It breaks a larger task
  down into smaller steps which are easier for a
  child to handle.
• Mini schedules could be used for
•          Going to the bathroom
•          Morning routine
•          Getting ready for school
•          Getting ready to eat
• AND
• Countless many other short-term activities

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Types of Schedules
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Types of Schedules
SCHEDULE Name Day
Date _____________________________ _________
____________________
__________________________________
__________________________________
__________________________________ __________
___________________
__________________________________
__________________________________
__________________________________ __________
___________________ _____________________________
_________________________________
_ ________________________________
__ _______________________________
___

• Written Words only
• This schedule shows an embedded task list for an
  older student
• This form of schedule helps to give reminders for
  forgotten tasks or class expectations

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SCHEDULE
WORK TO DO
MY CHOICES
PICK 1
PICK 2
(this section is to have 7 slots put the
required items where you want them and then allow
the student to make choices for the other subject
options remaining)
(add all work to be accomplished for the day and
allow the student to decide where to put it on
their schedule)
GAME
READING
CALM TIME
COMPUTER
SNACK
MATH
LISTENING ACTIVITY
Once the choices and schedule have been
decided upon, the sides are folded back on the
dotted lines, revealing only the schedule in the
middle.
These choices are part of the daily
curriculum but the student has some say where
they will fit in during their day. The other 4
slots are non-negotiable and decided upon by the
teacher.
CHAT TIME
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This schedule was created for a student by his
classroom teacher. The schedule allowed him to
better understand the sequence of events each
day, but it also allowed him to later review and
talk about what he had done during the day. The
teacher used the smile faces as reinforcers. If
this student received a set number of smile faces
each day, he earned a reward -)  
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Schedules can show a change and the result of
that change in a very visual manner that is
clearly defined for the student.
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Hints for Using Schedules

• Also,
• Make them easy for the teacher and student to use
• Make them flexible to allow to show changes
• Remember to include information that is important
  and interesting to the student making the
  schedule relevant each day

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• 4. Individual Work Systems

Work Systems are systematic ways for the child to
receive and understand information. By following
the work system the child is able to work
independently. It is like the an adult TO DO
list. It includes schedules and other visual
supports.
It tells What work? How much
work? How do I know when I am finished? Whats
next?
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Sample Work System

• Color- coded schedule cards
• GAMES
• READING
• MATH
• CALM ACTIVITY
• SNACK
• LISTENING ACTIVITY
• BREAK

Velcro a Vis a Vis pen here
?
Give a ? card if you want to ask a question.
When they are all used you can ask a ? during
chat time

RULES Make Schedule Follow
Schedule Complete each Task Ask for Help if I
Need It Ask for a Break when I Need It
I Need Help cards
Bathroom cards
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Sample Work System Using Folders
Task Card for Snack Folder Go to
cubbie and get snack Return to your
seat Eat snack
Throw away your trash Check schedule

SNACK
The task card would be placed in the TO DO
pocket on the left side of the folder.  
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Work System Folders

• Direction Card Information
• ______________
• ______________
• ______________
• Check Schedule

(Task List)
Direction Card
1 2 3 x
FINISHED
TO DO
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• 5. Visual Structure

Teaches children using visual methods to
capitalize on their visual aptitude and strengths
and minimize their deficits of auditory
processing

• Visual Organization
• Organization of materials through the use of
  containers helps to modulate the sensory input.

• Visual Clarity
• Visually highlighting the important information,
  clarifies the relevant concepts, and emphasizes
  specific parts of the instruction through color
  coding and labeling. Use of jigs help define the
  task.

• Visual Instructions
• Visual instructions help the child to combine and
  organize a series of elements to obtain the
  desired outcome. Visual supports allow for
  generalization and flexibility.

Can you see what the task is? There can be no
instructions for a non reader.
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• Visual Instructions
• Task Lists

• In Science today I need to
• Get out my workbook
• Read pages 52-59
• Get out my paper and pencil
• Write the answers to the questions on
  page 60
• Put finished work in folder
• Read your AR book
• REMEMBER TO RAISE MY HAND IF I NEED HELP FROM MY
  TEACHER

A task list that clearly states the requirements
for an assignment will aide in the students
independence and efforts towards task completion.
Notice that the student
needs to be told where to put his finished
product and what to do next.
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• Visual Instructions
• Checklists

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Visual Instructions

• Choice Making
• Choices should be ones that are acceptable to the
  child and appropriate to the situation. It
  should allow the student to have a sense of
  control.

• CHOOSE 1
• Go outside now with class
• Play with clay for 1 more minute, then outside
• Play with clay for 3 more minutes, then outside

• Rules
• Use visuals to show what TO DO , as well as, what
  NOT to do. Always give a directive that states,
  in as few words as possible, what you want the
  student to do.

Hands Down
No Hitting
OR
Or use visual strips to remind students of the
rules for classroom procedures
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• Visual Clarity
• Modifying
• Highlighting
• Color Coding

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Why Use Visual Structure?
Targets objectives
Increases Time on task
Improves organization
Reduces verbal
Improves Learning
Offers reminders
Increases attention
Visual Structure
Improves behavior
Defines rules
Reduces Anxiety
Decreases Power Struggles provides
choices Takes away negotiating
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• We all use visual tools!
• Calendars
• "To Do" Lists
• Day Timers
• Recipes
• Menus
• Signs in the Environment

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Someone you knowcan benefit from visual
structure
Dont be part of this guilty group
He knows what to do, we
do it every day.
Hes just choosing not to do his work.
He wont use one.
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References
Hodgdon, Linda. Use Visual Strategies for
improving communication, and solving behavior
problems. http//www.usevisualstrategies.com/ i
nformation.html
Hodgdon, Linda. Visual Strategies For Improving
Communication, (Michigan QuickRoberts
Publishing, 2000).
Stokes, Susan. Autism Interventions and
Strategies for Success.
http//www.cesa7.k12.wi.us/sped/autism/index2.htm
Wilmington TEACCH Center. Visual Structure
Checklist, (North Carolina Division TEACCH of
the University of North Carolina at Chapel Hill,
2003).