Instructional Day Scenario, Case Study Example

Structured teaching is predicated on comprehending unique characteristics and features associated with autism spectrum disorders. It describes the specific conditions under which an individual should learn rather than learning how to learn. Structured teaching is a vital system in which environments are organized for autistic students, appropriate activities are developed, and assisting individuals suffering from autism clearly understand what teachers expect from them in a coherent manner. As such, structured teaching involves using visual cues that enhance the focus of autistic students on pertinent information that autistic students often struggle to discern relevant from non-relevant information. It directly addresses challenging behaviors exhibited by autistic children in a proactive manner by fomenting meaningful and fitting environments that abate the anxiety, frustration, and stress so prevalent within the autistic populace.

With regards to the physical environment, Brenda as a six year old autistic student with a lack of attention control requires a structurally designed environment in which she must be kept tamed and engage in necessary educational activities. Partnering up Brenda with other students–i.e. engaging in group activities–is necessary on a quotidian basis. As a lower functioning autistic student, Brenda needs to work in the morning with other students similar to her on language building, matching, and weather rather than more independent work. Brenda’s group should engage with such activities throughout the morning and should be rotated with direct teacher time for direct instruction from the primary teacher, language fluency using flashcards with a teacher’s aide, and spelling and reading exercises with a teacher’s aide. The aides play an integral role everyday in running and checking both data sheets and work. If a dearth of aides transpires, then teachers should set up quit reading, computer work, games, or break time in order to keep children such as Brenda occupied. Brenda works well with visual supports that visually convey the activities she must engage in. Visual models must be implemented that elicit play for students like Brenda. Play does not naturally occur for autistic students, which is why a visual schedule assists students in exploring and expanding their experience and knowledge while interacting with others. One way this could be implemented is during recess on the playground. Autistic students understand the concept of recess, yet they must be exposed to pictures of structures related to playtime during recess.

Brenda requires a close monitoring of her behavior due to her volatility and lack of personal boundaries. Various studies validate behavior monitoring as an effective method to improve student behavior. Specific behaviors that are being investigated must remain consistent about behavior monitoring throughout the school day.