a review of the teacch method for autism treatment jennifer cheselka and svetlana vigdorchik...
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A Review of the TEACCH Method for Autism Treatment
Jennifer Cheselka
and
Svetlana Vigdorchik
Caldwell College
What is TEACCH?
Treatment and
Education of
Autistic and
Related
Communication-handicapped
CHildren
TEACCH Mission Statement
To enable individuals with autism to function as meaningfully and as independently as possible in the community;
To provide exemplary services throughout North Carolina to individuals with autism and their families and those who serve and support them;
As a member of the University community, to generate knowledge; to integrate clinical services with relevant theory and research; and to disseminate information about theory, practice, and research on autism through training and publications locally, nationally and internationally.
http://www.teacch.com
TEACCH Program
Dr. Eric Schopler (1927-2006)– Developed the “culture of autism”
Gary Mesibov– Current Director of TEACCH– Worked with Schopler for 32 years
Nine TEACCH centers across the state CLLC for adults Administrative and research section
Characteristics of the TEACCH Program
Statewide (based in North Carolina) Comprehensive Community based Emphasis on family involvement TEACCH philosophy Funding
The TEACCH Method
Provides a family-centered evidence based practice for autism that is person-centered and individualized
- Based on theoretical conceptualization of
autism
- Supported by empirical research and
clinical expertise
Services Provided by TEACCH
Diagnostic Evaluations Individualized Curriculum Social Skills Training Vocational Training Parent Counseling and Training
Diagnostic Evaluations
One hour interview or screening session with staff psychoeducational therapist
Staff referral meeting Full evaluation (unless family feels clear
about diagnosis and wants to begin clinic teaching sessions)
Standard Assessment Team Includes:
A clinical psychologist Three psychoeducational therapists A pediatrician
Formal Testing Included in the Assessment Process
Wechsler Preschool and Primary Psychoeducational Profile (PEP-R, Schopler) Autism Diagnostic Interview Vineland Childhood Autism Rating Scale
Individualized Curriculum Based on Structured Teaching Recognizes:
Each child with autism is unique Diverse family situations Differences in cognitive, social and language
levels of each child
Social Skills Training Utilizing Individualized and Group Instruction
Individual interests Highly structured groups Typically developing peers Conversational guidelines
Vocational Training
Farming Supported Employment
Parent Counseling and Training
Teaches parents to understand the nature of autism spectrum disorders
Provides approaches to skill development and behavior management
Identifies and facilitates individualized intervention
Introduces parent to a supportive, welcoming network
The TEACCH Program Describes Deficits of Autism as:
Receptive language Expressive language Sequential memory Organization Controlling Behavior
Social skills Hypersensitivity to
sensory input Distractibility
What is Structured Teaching?
Features of structured teaching:• Physical organization• Scheduling• Teaching method
Physical Organization
Size of the room Lighting Location of the bathroom Number of and access to electrical outlets What other classrooms/students are near by
Physical Organization
Specific areas for learning specific tasks Making boundaries Making materials easily accessible Individualization
Classroom Layout for Younger Students
Learning areas for :– Play– Individual and independent work– Snack– Developing self-help skills– Cubbyholes/special boxes– Teacher areas
Example of a Preschool Classroom Layout
Lord, C., Marcus, L. & Schopler, E.
Classroom Layout for Older Students
Areas for:– Leisure– Workshop– Domestic skills– Self help areas– Individual teaching– Time-out areas– Lockers– Teacher’s area
Other Considerations for Classroom Layout
Eliminate Distractions– Blinds/cardboard taped over windows– Place work areas near shelves or storage
cabinets– Blank walls
Other Considerations for Classroom Layout
Make Clear Boundaries by using– Rugs – Bookshelves– Partitions– Tape over the floor– Arrangement of tables
Other Considerations for Classroom Layout
Materials should be clearly marked by using:– Pictures– Color coding– Numbers or symbols
Schedules
Should be:– Clear– Purposeful– Consistent
Purpose:– To organize and predict– To help transition
independently from activity to activity
Two Types of Schedules
General overall classroom schedule Individual schedule Location Format Arrangement
Examples of Daily Schedules
Lord, C., Marcus, L. & Schopler, E.
Teaching Method
Providing verbal directions for tasks:
– Having the child’s attention Eye contact Body orientation Verbal response Stopping other activities
– Minimizing amount of language used
– Accompanying verbal directions with gestures
Nonverbal cues for tasks:
– Visual cues using pictures – Written instruction
Teaching Method
Prompts for new tasks:– Physical– Verbal– Visual– Gestural– Modeling– Situational
Teaching Method
Present prompts systematically:– Clear – Consistent– Provide prompts before the student responds
incorrectly
Reinforcement
Tangibles:
– Food– Toys– Activities– Tokens
Social rewards:
– Praise– Smiles– Hugs
Reinforcement
Used systematically Individualized
– Type of reinforcement– Frequency
Immediately following behavior Reinforcer assessment
Research Supporting Project TEACCH
Evaluation of treatment for autistic children and their parents. (Schopler, Mesibov & Baker 1982)Journal of the American Academy of Child Psychiatry
- 657 past and present students in Project TEACCH- 50% of the participants diagnosed as having autism- the remainder of the participants were
diagnosed as having an unspecified communication disorder
Green, Luce & Maurice 1996
Research Supporting Project TEACCH
Schopler, Mesibov & Baker 1982 (con’t)– Parent questionnaires were sent to the
participants homes– 348 (53%) were returned– Most respondents indicated that project TEACCH
was helpful– The study found an institutional rate of 7% for the
adolescents and adults with autism
Green, Luce & Maurice 1996
Research Supporting Project TEACCH
Limitations of the Schopler, Mesibov & Baker 1982 study
– Wide range of participants Almost half without a diagnosis of autism Some toddlers Other adults
– Procedure for assigning participants was not described– Not clear whether questionnaires were anonymous– Cause for lower institutionalization rate was unclear
Green, Luce & Maurice 1996
Research Supporting Project TEACCH
Effectiveness of a home program intervention for young children with autism. (Cathcart and Ozonoff 1998)Journal of Autism and Developmental Disorders
- two groups containing 11 participants - one treatment group- one no-treatment control group
Research Supporting Project TEACCH
Cathcart and Ozonoff 1998 (con’t)– Treatment group
Provided with approximately four months of home programming focusing on cognitive, academic and prevocational skills
Tested before and after the intervention using the PEP-R
– Non-treatment group Tested at the same four month interval using the PEP-R
Research Supporting Project TEACCH
Limitations of the Cathcart and Ozonoff 1998 study– Children were not assigned randomly to the
treatment or control groups– Examiners administering the dependent
measures were not blind to group assignment– Dependent measure was created by the founder
of the TEACCH program
Research Supporting Project TEACCH
Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. (Harris, Jennet & Mesibov 2003)
Journal of Autism and Developmental Disorders
- Compared teachers who use Applied Behavior
Analysis to those who used the TEACCH method
Research Supporting Project TEACCH
Harris, Jennet & Mesibov 2003 (con’t)– Participants completed:
The Autism Treatment Philosophy Questionnaire Teacher Efficacy Scale Maslach Burnout Inventory
– Results indicated a significant difference in philosophical commitment between groups and no differences in teaching efficacy and burnout
Research Supporting Project TEACCH
Limitations of the Harris, Jannett & Mesibov 2003 study– Number and content of items representing the
philosophies of both approaches was insufficient– No research to establish the scales reliability– Survey answers may have been biased
References
Cathcart, K., & Ozonoff, S. (1998). Effectiveness of a home program Intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25-32.
Division TEACCH. (July 1999). Information on autism. Retrieved July 2007, from http://www.teacch.com.
Harris, S. L., Jennett, H. K. & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33(6), 583-593.
References
Lord, C., Marcus, L. & Schopler, E. (2001). TEACCH services for preschool children. In J.S. Handleman & S. L. Harris (Eds.), Preschool educational programs for children with autism (pp. 215-232). Austin, TX: PRO-ED, inc.
Mesibov, G. B., Schopler, E. & Shea, V. (2006). The TEACCH approach to autism spectrum disorders. New York, NY: Springer.
Smith, T. (1996). Are other treatments effective?. In G. Green, S.C. Luce (Co-eds.) & C. Maurice (Ed.). Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 46-47). Austin, TX: PRO-ED inc.