
Why REACCH uses the structured TEACCHing model?
The Structed TEACCHing model clarifies the environment and expectations for
people with autism so that they can thrive.
Workstations and work areas, schedules, work systems and visually organised
tasks need to provide clear information to a person and answer questions that
someone with autism may need clarity about.
For example:
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Where they are going
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When they are going
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What they will be doing and for how long
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How they may need to organise themselves or sequence a certain task
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Why they need to do certain things
We need to meet the needs of each person on their worst day.

Schedules:
A schedule is a visual cue or visual tool which should help a person know:
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Where they are going
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The sequence in which things will happen
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A way of predicting what will happen next
Schedules need to be more than just a list of demands. They need to show the person when things they like are going to occur.
A schedule needs to be used to enhance flexibility and to teach an understanding of change.
A schedule needs to give the right amount of information to reduce anxiety.

This is one of the layouts we use when someone is making jewelry, each step has an area.

These are instructions for making a mosaic robin, both numbered and colour coded so that most people can use it.


This is one of the layouts we use when someone is making jewelry, each step has an area.
Shoebox tasks:
A shoebox task is used as a structured task to help with motor skills, independent learning or as a calming activity for those on the autism spectrum who also have additional levels of learning difficulty.
