The Effect of Structured Teaching Methods on Restricted Repetitive Behaviors of Autistic Children

Children with autism frequently exhibit repeated, challenging behaviors that not only affect the children themselves, but may hinder their personal development. The purpose of this study was to explore the feasibility of structured teaching as an intervention targeting restricted repetitive behaviors (RRB) in children with autism. Through a review of current literature, interviews, and experiments, four autistic children with RRB were selected for intervention. This study recorded the frequency and duration of their behaviors before and after intervention, and, using charts, analyzed the impact of structured teaching. The comparative analysis and interview results before and after the research study showed that structured teaching reduced the frequency and duration of RRB, and that the effects were maintained after the study had ended. Based on these results and those from previous studies, this research offers suggestions for utilizing structured teaching to intervene in the RRB in children with autism.