STRATEGIES FOR TEACHING STUDENTS WITH
AUTISTIC SPECTRUM DISORDERS
(Adapted from TEACCH)

A. Students with autism often need highly structured visual teaching

The main elements of structured teaching include daily schedules,
individual work systems, and classroom arrangement.

1. this makes the environment predictable
2. reduces student stress, confusion, anxiety, and behavior problems
3. builds on the student’s strengths
· desire for routine, predictability, and organization
· comfort with repetitive tasks
· need to finish
· visual learning styles
4. leads toward independence

B. Teach the meaning and value of a schedule
Focus on what you want the child to do.

1. use daily schedules, calendars, and lists to assist in sequencing of
activities and aid in transitions
2. use a variety of visual cues (objects, photos, icons, words,
sentences, check lists)
3. individualize to the student’s developmental level and skills
4. determine the length of the schedule based on student skill level
5. independence is the goal (not sophistication)

schedule examples

C. Develop independent work systems geared to student skill level

Work systems need clear visual cues that the student can understand.
1. what work?
2. how much work?
3. how does the student know when the work is finished?
4. what comes next?

work station setups

Work systems can be incorporated into the regular class activities.

Once the student understands the basic framework of a work system, the
individual tasks within the system can be varied.

Gear activities so they end before the student becomes frustrated.

work task samples

D. Consider location, distractions, & boundaries
Buzzing lights, motors, hallway sounds, visual distractions, and smells
can interfere with concentration.

1. it should be visually clear what activities happen in which areas
2. furniture and materials should be clearly organized
3. locate the student near or facing the teacher or at the end of a row
4. in large groups, place between two model students
5. use visual barriers or study carrels

room arrangement example

E. Behavior is communication.

Work at reading the behavior and not taking it personally.

1. Write behavior rules for the child to read when necessary. (List what
to do, and not what not to do, if possible.)
2. Use story webs and role playing to model appropriate behavior in
social situations.
3. Positive rewards work better than punishment.
4. Use if/then patterns to aid in understanding.
5. Teach the child ways to be flexible.
6. Set your priorities (safety first -- you may need to let some of the
“little things” go)

Remember:
The student will need a method of communication to let you know when
there is something “not right” within the system.
(i.e., How does he let you know he is missing something needed to complete the task?)

communication suggestions

You need a method to let the student know there will be a change in the
daily schedule or routine, or if something needs to be interrupted
before it is finished.

Let the child know ahead of time when an activity is about to begin or
end, or if you are going to touch or move the child.

Watch for likes, dislikes, and interests. Use their strengths.

Communication (both expressive and receptive) is usually a major
concern. Do not assume the student automatically understands you.

Enjoy the special gifts and talents these children bring to your
classroom.

They will teach you.