The Strictures of Structure

It is a commonly held belief that those on the autism spectrum require structure. Without schedules and predictability many believe this individuals become anxious, shut down, meltdown. These anxious or avoidant behaviors are often explained as a reaction to uncertainly.

The world is indeed a confusing place, and it is true that providing structure that reduces the amount of uncertainties we encounter. Those who care for and work with individuals on the spectrum may recognize certain behaviors, such as constant repetition of questions, perseveration on preferred topics or stereotyped and repetitive behaviors. A structured world that reduces uncertainty may seem to ameliorate some of these things- particularly so if the structure is one they create for themselves.

But can too much structure backfire and actually impede the growth we all look for? Life itself is not structured. No job is exactly the same every day and relationships are full of the fuzzy logic and theory of mind that one cannot learn in a totally predictable and structured environment. If every part of a day is structured how do people learn to “hang out” which is such a vital part of life? How do they learn to be flexible and to develop the ability to apply knowledge that they have learned in one situation to another situation, which is similar, but also different? Productive uncertainty and developing central coherence are two things that are vital to individuals on the spectrum, and functions that can be stilted in a “too-structured” environment.

Productive Uncertainty

Without uncertainty there can be no exploration and no growth. Dr. Steven Gutstein. PhD has coined the term productive uncertainty. Navigating uncertainty and facilitating opportunities for productive uncertainly to successfully occur is what encourages brain development. As caregivers, we can facilitate productive uncertainty by framing, scaffolding, and recognizing when to provide more or less support so that all the uncertainly a loved one encounters can be turned into a productive opportunity for learning.

The Theory of Central Coherence and Executive Functioning

Central coherence is that ability of getting the point, or gist, of things. It refers to the ability to pull bits and pieces different sources, experiences and schemas, in order to see the big picture. The ability to see things in “wholes” resides in the pre-frontal cortex of the brain, an- area much affected in someone with an ASD. Central coherence thereof explains that a “weak central coherence” is the reason why individuals on the spectrum have a tendency to zero in on the details or sub-parts of situations.

Executive Functioning

Individuals on the spectrum also have challenges with executive functioning. Executive functions can be broken down into these skills, or sub functions: goal setting, planning, sequencing, prioritizing, organizing, initiating, inhibiting, pacing, shifting, self-monitoring, emotional control and completing tasks.

A tightly structured program where everything is pre-decided and organized for a person provides no opportunity for the development of any of these functions. Time management cannot be learned in a structure that pre-determines when everything should be done. Without introducing uncertainty into the environment, we run the risk of stagnating further experiential learning. Regimented structure also reinforces a weak central coherence because it presents the day in segments, rather than as a whole. Perhaps most importantly, is the bottom line that failure is an integral part of growth. It is how we learn and how we develop resilience. A tightly structured environment does not provide opportunities to fail, to learn from these experiences, and to develop self-esteem from confronting and overcoming them. It also fails to address other important life skills such as flexibility, adaptability, and increasing frustration tolerance.

So how can we teach and support those with ASD in a safe and productive way?

Let’s look at The Zone of Proximal Development (ZPD). The ZDP is the difference between what a learner can do without help and what he or she can do with help. The ZDP is not stagnant; it exists for virtually any type of task or skill and continuously changes as an individual is presented with increasingly difficult work over time, and through guided scaffolding, is taught how to master individual challenges.

The role of parents, teachers, caregivers, and paraprofessionals is to identify an individual’s ZPD, within a particular context, and work within their ZDP until they are ready to have the expectation increased and the challenge made a bit bigger. This is how

The ZPD is expanded, and how learning and growth occurs.

The bottom line is that while a certain degree of structure may be appropriate, catering to an overarching need for structure ultimately provides a disservice and can inhibit the growth we all look for.