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.

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.

Military personnel who have dependants with autism can access behavior analytic services through the Tricare insurance policy. Despite these efforts, many military dependents continue to be under served.

So far, research for “the cure” has overshadowed research for effective teaching methods, both in dollars and public attention. Those of us who teach, support and assist people with autism (both children and adults) will have to work hard for our seat at the table.

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 …