The TEACCH ModelMiami-Dade County Public Schools Prekindergarten Program for Children with Disabilities

Miami-Dade County Public Schools

The Prekindergarten program for children with disabilities from Miami-Dade County Public Schools offers different models for Students with Autism Spectrum Disorders.

Among all of these models, the Self-Contained classrooms apply strategies from the prestigious program TEACCH (Treatment and Education of Autistic and related Communication handicapped Children). TEACCH is a program located in North Carolina and it is an evidence-based service, training, and research program for individuals of all ages and skill levels with Autism Spectrum Disorder.

The information about the Prekindergarten Program for Children with Autism is provided here in this website to show the different strategies that we implement and the model that we replicate in our classrooms. This program based the strategies on the TEACCH model, but we also adjust these strategies to our own students, their families, and the community in general.

This information has been taken from different books and articles from the TEACCH modelTasks Galore-Making Groups MeaningfulLets Get Started-Visually Structured Tasks- Susan BoswellManuals from the level 1 and 2 training TEACCH Model.

What is TEACCH?

TEACCH is an evidence-based service, training, and research program for individuals of all ages and skill levels with Autism Spectrum Disorder TEACCH is a North Carolina program administered through the University of North Carolina at Chapel Hill, but because of its training activities and publications the TEACCH approach is widely known nationally and internationally.

Founded in the early 1970s by the late Eric Schopler, Ph.D., TEACCH developed the concept of the Culture of Autismas the way of thinking about the characteristic patterns of thinking and behavior seen in individuals with this diagnosis. The Culture of Autism involves:

Relative strength in and preference for processing visual information.Frequent attention to details but difficulty understanding the meaning of how these details fit together.Difficulty combining ideas.Difficulty with organizing ideas, materials, and activities. Difficulties with attentionCommunication problems

Difficulty with concepts of time, including moving too quickly or too slowly and having problems recognizing the beginning, middle, or end of an activity. Tendency to become attached to routines with the result that activities may be difficult to generalize from the original learning situation and disruptions in routines can be upsetting, confusing, or uncomfortable.Very strong interests and impulses to engage in favored activities, with difficulties disengaging once engaged.Marked sensory preferences and dislikes

STRUCTURED TEACHING

TEACCH developed the intervention approach called Structured Teaching.

According to Division TEACCH, structured teaching helps people with Autism of all ages and levels of functioning by organizing their environments and providing clear, concrete and meaningful visual information

The principles of Structured Teaching include:

1. Understanding the culture of Autism2. Developing an individualized person-and family-centered plan for each client or student, rather than using a standard curriculum.

STRUCTURED TEACHING3. Structuring the physical environment. 4. Using visual supports to make the sequence of daily activities predictable and understandable.5. Using visuals supports to make individual tasks understandable.

STRUCTURED TEACHINGWhat are the reasons for using Structured Teaching?Receptive Communication Helps them to understand situations and expectations.Learning Support Teaches using stronger visual channel rather than auditory channel.Independence Support device for independence and generalization.Calming Reduces Overloading Reduces behavior problems Often the result on confusion and anxiety.

LEVELS OF STRUCTUREVisual Structure of TasksRoutines and StrategiesWork SystemIndividual SchedulePhysical Structure

1. PHYSICAL STRUCTUREThe environment should be set up and organized so that the child understands where different activities take place and where materials are kept.Key concepts to keep in mind when setting up clear physical structure include:Establish clear visual and/or physical boundariesMinimize visual and auditory distractionsAreas for all the activities.

PHYSICAL STRUCTURE

PHYSICAL STRUCTURE

PHYSICAL STRUCTURE

INDIVIDUAL VISUAL SCHEDULEIndividual visual schedules give students the sequence of their school activities. Students check their schedules and see cues that indicate to them, in an individualized way, that they are going to certain activity. Students might use an object, a line drawing, a written word, a photograph, or any type or cue that is meaningful to them. What the different cues have in common is that they provide a visual way for the student to know where to go and what activity to expect. (Task Galore Laurie Eckenrode, Pat Fennel, and Kathy Hearsey)

INDIVIDUAL VISUAL SCHEDULE A routine to teach flexibilityThe students schedule visually tells him where am I supposed to be? And when will I get to do what?It moves the student through the physical spaces we have created-calmly, purposefully, and independentlyIt is a positive routine to help the student be flexible and deal with changesWe have to teach the meaning behind the visual not a routine

Symbol System UsedObjects (functional or representational)Pictures or photos

INDIVIDUAL VISUAL SCHEDULE Written WordsA combination of theseHow does the child manipulate it ?Carry and use objectsCarry and match symbolsReference symbols and mark off move when finished We dont fade schedules from our students since they are a tool for life-long independence. Rather, we design schedules to grow with the child.

INDIVIDUAL VISUAL SCHEDULE

INDIVIDUAL VISUAL SCHEDULE

INDIVIDUAL VISUAL SCHEDULE

INDIVIDUAL VISUAL SCHEDULE

INDIVIDUAL VISUAL SCHEDULE

WORK SYSTEMOrganizational system that gives information to students about what they are to do when arriving to a classroom locationBuilds independence, sequencing, and generalization across settings

WORK SYSTEMThe work system is a key tool for sequencing, independence, and generalization.Like the schedule, the work system is a powerful routine that brings an element of familiarity and predictability to different settings.As a scheduled activity begins, it is a systematic, visual way to answer the following 4 questions:How much am I to do?What and in what order am I to do?How will I know when I am finished?What happens when I am finished?

WORK SYSTEMThe concept of finished is a key organizer and motivator for people with Autism. The work system emphasizes teaching the concept of first/then.Individualize work system by:Types of work systemLeft to rightMatchingWritten

WORK SYSTEM2. How to manipulative the work systemMove activitiesMatch symbols to activitiesRead list of activities3. How to indicate finishedPut things into a finished location on the rightPut things awayMark off list4. How much movement is involved during sessionStay seated throughoutMove within small work areaMove within larger area to get and replace materials as needed

Independent Work System

If you use baskets as a work system..

You can start with one basket at a time and build up until the child can complete three or more baskets independently.

Independent Work System

If you use baskets as a work system.. Materials in baskets MUST be tasks that the child can already do!

This is not a time to teach new tasks to the child.

Independent Work SystemIf you use baskets as a work system.. The materials in the baskets must have a beginning and an end.

If the task is open-ended the child does not know what to do or what is expected.

Independent Work SystemIf you use baskets as a work system.. Do not allow the children to play with the basket work task toy/materials. Teach the children to take the materials out of the baskets. Complete the tasks. Put the baskets in the finished area, and check the transition picture to see where he is going next. Most of the materials used for the basket tasks are also located in some other area of the room. Allow the child to transition to that area as a reinforcer and play with the toys.

INDEPENDENT WORK SYSTEM

INDEPENDENT WORK SYSTEM

WORK SYSTEM When the student arrives at any location, are the four questions answered?At circle time?In any play area?In large group time?In places out the classroom?

WORK SYSTEM

WORK SYSTEM

WORK SYSTEM

WORK SYSTEM

Routine and StrategiesPeople with Autism like routines. They create their routines as a coping strategy to compensate for lack of understanding.Checking the schedule and following the work system are two powerful routines that build independence and flexibility.Other routines/strategies to teach include the spatial and sequencing organization of working from left-to-right and top-to-bottom.Routines and strategies help compensate for poor organization, judgment, and problem-solving abilities.

OTHER VISUAL STRUCTURE OF ACTIVITIESWithin any specific activity, we add visual structure to capitalize on the students visual learning style, minimize reliance on auditory processing, and build independence.

TYPES OF VISUAL STRUCTUREVisual instructions: How the beginning, sequence of steps, and ending point of an activity is indicated. Examples include:Materials may define the taskLeft-to-right sequence of materialsJigs: tell the student how much of what material to get organized as first step of task

TYPES OF VISUAL STRUCTURE(CONT.)Product sample: a model to show the finished produceVisual Organization: How the space and materials are organized to enhance the students attention and independence. Examples include:Self-contained tasksContainer organizationStabilize the materialsLimit the spaceLimit the amount of materials

Visual Clarity: How we draw the students attention to the most relevant and useful information. Examples include:Color codingLabelingHighlightingExaggerating a concept

VISUAL STRUCTURED ROUTINE

VISUAL STRUCTURED ROUTINE

Miami-Dade Public Schools Pre-K Program for ASD ChildrenMiami-Dade Public Schools Pre-K Program for ASD ChildrenMiami-Dade Public Schools Pre-K Program for ASD ChildrenMiami-Dade Public Schools Pre-K Program for ASD Children