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@article{179287,
        author = {Anand Singh Barach and Kiran},
        title = {Using Structured Teaching to Promote Independence in Children with Autism through Visual Supports},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {11},
        number = {12},
        pages = {6304-6309},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=179287},
        abstract = {autism spectrum disorder is a developmental condition marked by difficulties in communication, social interaction, and repetitive behaviors. Fostering independence in children with autism is essential for enhancing their ability to manage daily tasks, build confidence, and participate actively in inclusive environments. This study focuses on the Structured Teaching approach, rooted in the TEACCH model, which emphasizes personalized planning, clear physical organization, and consistent visual instruction. Visual supports—like picture schedules, task charts, and instructional cues—play a critical role in making expectations understandable and routines predictable. These tools reduce confusion, lower anxiety, and guide children through activities more independently. The study aims to evaluate the effectiveness of such tools in improving life skills, communication, and self-reliance. Its broader impact includes improving teaching methods, supporting families and professionals, and reinforcing inclusive practices. Ultimately, Structured Teaching with visual supports equips children with autism to become more confident, autonomous, and better integrated into society.},
        keywords = {autism spectrum disorder (ASD), Structured Teaching, Visual Supports, Independence, TEACCH Model etc.},
        month = {May},
        }