The Tasks: Referred to as “TEACCH Tasks,” “Shoebox Tasks,” or “Work Tasks,” the learning activities presented to students in their work areas have characteristics that optimize the learning of children with autism. The primary purpose of the task is to increase independence, fluency and generalization of skills already acquired. Since the goal is independence, the teacher seeks to minimize prompting while the student is in the work area.
Each task provides visual instruction: borders that define the task area, a
Two Color Sort Task
clear sequence and obvious cues for completion. Irrelevant or distracting features are minimized. The types of tasks are determined by the developmental level and degree of indepence of the learner. Beginning learners may complete simple “put-in” tasks. The main purpose of “put-in” tasks is to teach the motor sequence required in the work area. At advanced levels, children use folders, binders and worksheets to complete complex academic tasks within a structured environment. Between the put-in tasks and the folder tasks is a progressive sequence of skill development outlined in “Part 5: The Curriculum” of this series.
Teaching the Tasks: The first step in teaching the tasks is to ensure that the student has the skills to complete it at a table with the teacher. For example, the beginning student learning to complete the “put-in” task is first given the task (a container of objects to put in and a container to place them). Both containers should be framed within a larger container, that defines the border of the activity. The teacher works from behind the student and teaches with motor prompting (if possible). Initially use “hand-over-hand” for the first object, then point to the second object (gestural prompt), or hand it to the child to put in. If the child stops after that, 0po
Visually Structured Classrooms (often called “TEACCH” classrooms) use individual works areas for students to complete their independent tasks. The structure of the area may differ from classroom to classroom and may look different depending on the skill level of the student. However, a student’s work area must be presented consistently to optimize independence.
Visual schedules allow students with autism to transition and complete multi-step tasks without assistance. As students gain independence in using a schedule system they are better able to enter general education settings. For the beginning learner schedules are very concrete, placed in a fixed location, and provide visual cues throughout transitions. As students become more advanced, these schedules are replaced by portable, text-based schedules and checklists similar to those used by many people to keep organized.
Terry Gross interviews Temple Grandin after the release of her latest book, Animals Make Us Human.
Mary Lynch Barbera, author of The Verbal Behavior Approach: How to Teach Children with Autism, explains key concepts in using the Verbal Behavior Model in teaching children with autism on her monthly broadcast for AutismOne Radio. Links to past episodes of Ms. Barbera’s radio show are collected in this article.
Interventions for children with autism typically emphasize the interaction between the teacher and student. However, the learning environment-its structure, stimuli, and teaching materials-may also contribute to the effectiveness of interventions. Students with autism usually learn best in highly structured and predictable environments. University of North Carolina’s TEACCH program created a methodology for developing learning environments that reduce behavior problems and increase learning. However, educators should recognize that structured environments are only one piece of the array interventions necessary to teach students with autism.
Effective Behavior Intervention Plans (BIPS) are focused on teaching replacement behaviors. Videos clips from Autism Partnership show examples of how students are taught to identify and monitor their own behavior.
The opening messages are exactly what the best research on classroom behaviour tells us:
1. The vast majority of behaviour problems in the classrom involve minor breaches of discipline.
2. These incidents originate in the classroom situation itself and are within the control of the teacher.
3. Disciplinary problems in the classroom are symptoms of underlying weaknesses in total learning situation.
Sig Engelmann sat down with Geoff Colvin to discuss the history of direct instruction, the large-scale research conducted in the 1970’s, and his “unbiased” view of the state of education.
Schoolwide Prevention Models include academic and behavioral strategies shown to address problems before they become serious. In practice, these strategies are often “siloed” into separate programs: RTI (Response to Intervention) focuses on academic interventions, usually reading.
PBIS …
Three Tier Consulting offers training in effective interventions for children with autistic spectrum disorders. The strategies are behaviorally-based and address learning, communication and socialization. We assist schools and families using a “Blended …
Referred to as “TEACCH Tasks,” “Shoebox Tasks,” or “Work Tasks,” the learning activities presented to students in their work areas have characteristics that optimize the learning of children with autism.
Mary Lynch Barbera, author of The Verbal Behavior Approach: How to Teach Children with Autism, explains key concepts in using the Verbal Behavior Model in teaching children with autism on her monthly broadcast for AutismOne Radio. Links to past episodes of Ms. Barbera’s radio show are collected in this article.
Schoolwide Prevention Models include academic and behavioral strategies shown to address problems before they become serious. In practice, these strategies are often “siloed” into separate programs: RTI (Response to Intervention) focuses on academic interventions, usually reading.
PBIS …
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