Tips to provide Structure to a Young Person with ASD

Structure is important for neurotypical individuals and has a even greater importance to young persons with ASD, because it helps them to ease the stress related with changes by allowing them to predict events or to organize their day and mind (repetitive, restrictive behaviours).

To use structure we should use clear aids, which can be visual, body-kinaesthetic, tactile or auditory. Some examples of aids used are: timetables, schedules, diaries, memory post-its, etc.

In the next paragraphs, we will enumerate a list of good practices for educators:

The imagery used needs to be adequate to the student. For example: if the student is comfortable with symbols we shouldn't use photographs. If the educator is unsure about the imagery to use he should try different approaches until he achieves the objective, through trial and error.

We should make a correct use of timetables. They should be put in a vertical manner and thorough the development of time the activities/steps done should be put away in a finish box or erased from board. If showing in detail a structured activity, in the timetable, its components should be put horizontally. Also, if the understanding of the students requires it, we could use “now and then” boards instead.

One strategy we could use if the educators need to change the timetable for any reason is introducing a change card. To use a change cards we can follow the following steps: 1) introduce the concept of change with the change card; 2) wait 20 min; 3) use a personal interest, of the pupil, to introduce change: “Today the change is playing a videogame”; 4) next time, can be on another day, wait 40 min; 5) use another personal interest, something not so fun but pleasant, to introduce change: “Today the change is reading”; 6) the pupil should accept the change, but if he complains ignore it and provide the change as soon as possible; 7) repeat the strategy different times with different events/activities to prepare the pupil to real changes, until the student accepts the change card.

To respect the structure there are practices that the educators should avoid. We should not violate the structure, if we are unsure of the planning for the day we should keep the timetable vague. Also, we should avoid a disorganised environment or having no pre-planning.

I hope you find these tips handy.