Unit Award Scheme

113245

STRUCTURED TEACHING FOR INDIVIDUALS WITH AUTISM

Level: Level Two

In successfully completing this unit, the learner will have	Evidence needed
demonstrated the ability to 1. name the key principles and concepts of a structured teaching model for an individual with autism	Student completed work
2. name three deficits of autism that make an approach like structured teaching necessary	Student completed work
3. name two reasons for using structured teaching	Student completed work
4. list the five elements of structure, ie physical structure, schedules, work systems, visual structure, routines	Student completed work
5. give two reasons for using physical structure in a setting	Student completed work
6. name two examples of positive routines	Student completed work
shown knowledge of 7. the main functions of visual structure when designing tasks for a young child with autism	Student completed work
8. the main areas that should be defined in the environment for an individual with autism	Student completed work
9. the function of each of the five elements of structure design	Student completed work
10. how to recognise and interpret behaviour that may indicate a need for structure for an individual	Student completed work
experienced 11. reading a case study about exploring physical structure in a setting	Summary sheet
12. working as part of a group to explore designs for visually structured tasks.	Summary sheet

Approved 28 Feb 2020

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