Unit Award Scheme

112097 STRUCTURED TEACHING FOR INDIVIDUALS WITH AUTISM

In successfully completing this unit, the Learner will have		Evidence needed
demonstrated the ability to
1	name at least two 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 an early years 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	at least three of the main areas that should be defined in the environment for a pre- school child with autism	Student completed work
9	the function of each of the five elements of structure design for a young child with autism	Student completed work
10	how to recognise and interpret behaviour that may indicate a need for structure for children and proivde at least two examples	Student completed work
experienced
11	designing a room plan for a pre-school setting	Summary sheet
12	designing and making a visually structured task.	Summary sheet

All outcomes recorded on an AQA Summary Sheet

Approved 25 June 2019Level - Level Two