The Office of Organizational and Professional Learning (OOPL) hosted twelve county school districts at the “Structuring the Learning Environment for Success” training at The Timothy School in Berwyn, Pennsylvania. This three and a half-day training provides hands-on practice in the implementation of Structured Teaching and work systems. Participants receive an overview of the characteristics of autism, create learning profiles, and lessons for their learners. These lessons are then practiced with Timothy School students. Over three days, each group of educators is able to work with multiple students, creating learning opportunities for the students and receiving feedback from trainers.
Structured Teaching is meant to align with the characteristics of autism. It utilizes visual supports to define predictable routines that are meaningful and practical for the learner. Structured Teaching makes the environment clearer and reduces anxiety for students with autism. Through the use of Structured Teaching, learners have more time on task and refine/improve receptive language skills. Classrooms that utilize Structured Teaching see decreased problem behaviors through the use of visual supports that clarify behavioral expectations and establish routines. Independent skills and establishing a work ethic are additional outcomes found in a Structured Teaching environment.
Physical Structure is the first area you would consider when implementing Structured Teaching. Organized environments reduce anxiety, show clear boundaries, different instructional areas in a classroom as well as minimize visual and auditory distractions. A structured environment allows the student with autism to see the relevant details and not all the extra “noise”. Like many classrooms, those who use Structured Teaching would have the following instructional spaces: Transitional Area, Group, Social Group, Independent Work and 1:1 Instruction. Each space is delineated visually to support understanding of the purpose of that area and materials are organized and ready to use.
Visual Schedules are the next area to address in a Structured Teaching environment. Schedules are very important as they support the following for the learner: where they need to be and when to be there. Schedules help with predictability, which can lower anxiety and support smooth transitions between activities. Flexibility and developing receptive language skills are additional benefits to using schedules. Additionally, supporting flexibility with changes can be developed through visual schedules and also helps learners navigate the environment at their current skill level. When visual schedules or supports are used effectively, learners become more independent.
Transitions for students with autism can be problematic. They may take a long time with many prompts or cause unexpected behaviors. The use of visual schedules helps the learner to see that change is not random, but predictable. The use of a transition card to get the student to their schedule reduces prompts and increases understanding of classroom routines. When the student removes the schedule card and matches it to its receptor, they further develop skills around: where am I going and what will I do there?
Work Systems are the final area addressed in Structured Teaching. These systems answer the following questions: what work is the learner expected to do, in what order is the work completed and what reinforcement will the learner receive when finished? Work Systems support Executive Functioning skills like organization, time management, sequencing, and independent initiation. When set-up properly, learners will see a clear beginning, middle and end to the work expected and they will complete all tasks independently. The work completed in the work system must be what a student already can do or it should be removed and taught in a direct instruction session. Furthermore, work tasks should be expected across environments to promote generalization.
Learners with autism respond to structure and routine. The use of Structured Teaching with work systems can help with those areas as well as addressing flexibility, vocational skills and receptive language development. Structured Teaching works within the parameters of the characteristics of autism and does not seek to change the learner, but meet them where they are and equip them with tools that help them make sense of their environment. Classrooms that have routines, defined spaces and support student transitions, see less unexpected behaviors and more engagement in instruction for their learners.
Structured Teaching:
A First Line of Defense for Students with Complex Needs
(One Hour Asynchronous)
Structured Teaching aligns with the characteristics of autism, utilizing visual supports to establish predictable routines that are both meaningful and practical for learners. This approach clarifies the environment, reduces anxiety, and helps students with autism stay engaged for longer periods. By fostering these routines, students improve their receptive language skills and experience a decrease in problem behaviors. Visual supports also clarify behavioral expectations, establish consistency, and promote independence. Additionally, classrooms implementing Structured Teaching often see students developing essential life skills and a strong work ethic.
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