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Structured Teaching

This is part of our Resources for teachers series

Students on the autism spectrum may demonstrate executive functioning weaknesses which present as difficulties in transitioning between tasks, commencing a new task, and completing complex tasks that need to be broken down into steps. Students on the spectrum also often lack the flexibility to cope with changes during the school day resulting in difficulties coping with transitions from one activity to another.

Structured Teaching strategies such as visual schedules and work systems have been found to enhance the capacity of these students to stay on task and transition between tasks. The majority of previous studies have, however, focused on the use of these strategies within special education or autism specific contexts.

This project aimed to develop an eLearning package based on the results of Autism CRC Project 2.011RC: Helping students to stay on task and move between tasks. The project demonstrated that the use of visual schedules and work systems in mainstream classrooms led to improvements in the on-task behaviours of students on the autism spectrum. 


Videos

Work Systems in Mainstream Classrooms - Intro
Work Systems in Mainstream Classrooms - Intro
Watch
Work Systems in Mainstream Classrooms - Teachers
Work Systems in Mainstream Classrooms - Teachers
Watch
Work Systems in Mainstream Classrooms - Case Study
Work Systems in Mainstream Classrooms - Case Study
Watch
Visual Schedules in Mainstream Classrooms - Intro
Visual Schedules in Mainstream Classrooms - Intro
Watch

PowerPoint Presentations

Structured Teaching - Introduction
Structured Teaching - Introduction
Download
Visual Schedules
Visual Schedules
Download

Resources


Quick Reference Guides