StructuredTasks

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About StructuredTasks

This group is created for educators to share structured task ideas to use in the classroom, at home, in a clinic, etc.. These tasks generally follow the guidelines for structured tasks provided by TEACCH (www.teacch.com).

- All materials needed for the task are self-contained within the task.

- The structure of the task generally moves from left to right,

- The task itself is visually clear (it is readily apparent what it is the student needs to do based on the visual layout of the task).

- In general, these tasks are created with a Do It Yourself attitude (recycling found materials, creating your own templates and layouts, etc.) instead of purchasing “educational” products.

Images shared with this group which do not follow these guidelines may be removed at the discretion of the moderator.

Please feel free to use the images in this group to create your own tasks, based on your students’ skill levels and special interests. However, please also share pictures of the tasks you create, to inspire others!

We also strongly recommend the Tasks Galore books for many more examples of similar structured teaching tasks. (www.tasksgalore.com)

Shoeboxtasks (www.shoeboxtasks.com) have visually organized manipulative/three-dimensional tasks available for purchase.

Blue Ridge Bags (www.blueridgebagsandmore.com) have folder tasks available for purchase.

From Ganz, Jennifer B. (2007) Classroom Structuring Methods and Strategies for Children and Youth with Autism Spectrum Disorders. Exceptionality, Vol. 15 (Issue 4), p249-260:

The following suggestions may make implementing visually oriented tasks easier.

-Do not take the tasks apart in front of the students. Some students may become upset if they see their work taken apart.
-Base task objectives for each child on his or her individualized education plan, state or local curriculum appropriate to his or her grade or ability level, and special interests that may motivate reluctant workers to engage in tasks.
-Tasks placed in "independent work" areas should be previously mastered. If students make numerous errors when completing a task independently, this job should be removed from the child's independent work and the task should be taught in an appropriately designated area.
-Create typed lists of classroom tasks, make a copy for each student, and date each task when mastery is achieved. This will assist the teacher and classroom assistants, as well as substitutes, in determining, at a glance, which tasks are appropriate to place in an individual students' independent work areas.
-Put masking tape on the back of each task and write the initials of each child who has mastered that task. THis will reduce errors easily made in busy classrooms.
-Design matching and sorting tasks in a way that allows the instructional staff to change the placements of pieces to ensure that students pay attention to the directions instead of focusing on placement of objects when repeating tasks.
-Design tasks in a way that makes it easy to tell if the student completed the task correctly by looking at it after it is finished. Further, do not teach students to "undo" their work (e.g., take apart and put away a puzzle before you have checked his or her work) prior to teachers checking it for correction.