Unit Award Scheme

113245 STRUCTURED TEACHING FOR INDIVIDUALS WITH AUTISM

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

All outcomes recorded on an AQA Summary Sheet

Approved 28 February 2020Level - Level Two