| TEACCH Method - Learn more about the TEACCH Method Bright Tots - Information on child development - Autism information |
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| TEACCH Method |
TEACCH is a complete program of services for autistic people which makes use of various associated techniques
depending upon the individual person's needs and emerging capabilities. The main goal of TEACCH is to help autistic
children grow up to their maximum ability by adult age. Advocates of TEACCH state that it aims for a 'whole life'
approach in supporting children, adolescents, and adults with an Autistic Spectrum Disorder such as Autism or
Asperger syndrome, through the help of visual information, structure and predictability. There is an emphasis on a
continuance of care so where services are available, it is possible for an individual with an Autistic Spectrum Disorder
to be supported from two years of age into adulthood.
TEACCH principles involve changing the behavior and skill level of the person as well as developing an environment
that matches the person’s needs. It is a state program that tries to respond to the needs of autistic people using the best
available approaches and methods known so far for educating them and to provide the maximum level of independence
that they can achieve. This includes helping them understand the world that surrounds them, acquiring communication
skills that will enable them to relate to other people and giving them the necessary capability to be able to make choices
concerning their own lives. The TEACCH method considers the main focus of treatment to be ‘autism’ as a whole,
rather than on ‘behavior’.
Teaching Methods
TEACCH is a structured technique specialized to the person’s visual processing strengths by organizing the physical
structure of the room and providing a visual conduct to supply information about activities. Structured teaching places
heavy reliance upon teaching through visual means due to the difficulties that children with autism have with processing
verbal information. Visual structure is provided at a variety of levels such as organizing areas of the classroom,
providing a daily schedule using pictures or written words, as well as visual instructions and visual organization
signaling the beginning and end of tasks.
This technique is based upon the observation that children with autism learn and connect information differently than
other children. It assumes that many inappropriate behaviors of children with autism are the result of difficulty
understanding what is expected of them. Educational strategies are established individually on the basis of a detailed
assessment of the autistic person learning abilities, trying to identify potential for acquisitions rather than deficits.
TEACCH also involves frequent program revisions according to the child's maturation and progress.
The TEACCH method gives means of communication to the person these comprehension and expression capabilities
will enable him/her to understand better what is being told/asked and to express his/her needs and feelings by other
means than behavior problems.
TEACCH Assessment
The assessment called PEP; Psycho Educational Profile tries to identify areas where the person falls behind, areas
where the skill has yet to be mastered, and areas where the skill is emerging. These domains are then put in an
education program for the person. This is a must since there is a great variability of skills, even in the same autistic
person, from one domain of ability to the other. As opposed to behavior modification, these strategies do not work on
the behavior directly but on underlying conditions that will promote learning experiences. They also make use of recent
cognitive psychology research results about some differences in particular areas of brain processing in autistic people
as opposed to typical people.
Direct behavior modification is reserved for those behaviors that endanger the person and for which the above strategy
didn't work, at least so far. This is very rare. The intention is toward improving communication skills and character to
the maximum of the child’s potential, using education as a means to achieve that goal. When behavior problems occur,
they are not treated directly either. The approach calls for efforts to understand the underlying reasons for this behavior
problem: anxiety, physical pain, difficulty with the task, unpredictable changes, boredom, etc...
The principles and concepts guiding the TEACCH system have been summarized as:
- Improved adaptation: through the two strategies of improving skills by means of education and of modifying the
environment to accommodate deficits.
- Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be
continued at home.
- Assessment for individualized treatment: unique educational programs are designed for all individuals on the basis of
regular assessments of abilities.
- Structured teaching: it has been found that children with autism benefit more from a structured educational
environment than from free approaches.
- Skill enhancement: assessment identifies emerging skills and work then focuses upon these. (This approach is also
applied to staff and parent training.)
- Cognitive and behavior therapy: educational procedures are guided by theories of cognition and behavior suggesting
that difficult behavior may result from underlying problems in perception and understanding.
- Generalist training: professionals in the TEACCH system are trained as generalists who understand the whole child,
and do not specialize as psychologists, speech therapists etc.
Characteristics of Structured Teaching
• Emphasis is placed on developing individual plans to help people with autism and their families to live together
more effectively by reducing or replacing autism related behaviors that interfere with independence and quality of life
• The physical layout of the classroom is arranged in a way that avoids distractions
• Materials are clearly marked and arranged
• Individual needs of students are considered when planning the physical structure on the classroom as well as the
instructional lessons
• Schedules are a must! Individuals with autism typically have difficulties with logical memory and organization of
time. Class and individual schedules help to overcome such difficulties.
• Prompts and reinforcements are used in an organized, systematic matter to build success
• Directions are given both verbally and with alternative forms such as writing, PECS, or gestures.
• The focus of teaching is on strengths and to correct as a “remedy” to their difficulties
• Takes a broad-based environmental approach by examining diverse areas and components of the individual’s life
• Most effective when applied across age groups and agencies
• Guides individuals with autism are prepared to live and work more effectively at home, at school, and in the
community
depending upon the individual person's needs and emerging capabilities. The main goal of TEACCH is to help autistic
children grow up to their maximum ability by adult age. Advocates of TEACCH state that it aims for a 'whole life'
approach in supporting children, adolescents, and adults with an Autistic Spectrum Disorder such as Autism or
Asperger syndrome, through the help of visual information, structure and predictability. There is an emphasis on a
continuance of care so where services are available, it is possible for an individual with an Autistic Spectrum Disorder
to be supported from two years of age into adulthood.
TEACCH principles involve changing the behavior and skill level of the person as well as developing an environment
that matches the person’s needs. It is a state program that tries to respond to the needs of autistic people using the best
available approaches and methods known so far for educating them and to provide the maximum level of independence
that they can achieve. This includes helping them understand the world that surrounds them, acquiring communication
skills that will enable them to relate to other people and giving them the necessary capability to be able to make choices
concerning their own lives. The TEACCH method considers the main focus of treatment to be ‘autism’ as a whole,
rather than on ‘behavior’.
Teaching Methods
TEACCH is a structured technique specialized to the person’s visual processing strengths by organizing the physical
structure of the room and providing a visual conduct to supply information about activities. Structured teaching places
heavy reliance upon teaching through visual means due to the difficulties that children with autism have with processing
verbal information. Visual structure is provided at a variety of levels such as organizing areas of the classroom,
providing a daily schedule using pictures or written words, as well as visual instructions and visual organization
signaling the beginning and end of tasks.
This technique is based upon the observation that children with autism learn and connect information differently than
other children. It assumes that many inappropriate behaviors of children with autism are the result of difficulty
understanding what is expected of them. Educational strategies are established individually on the basis of a detailed
assessment of the autistic person learning abilities, trying to identify potential for acquisitions rather than deficits.
TEACCH also involves frequent program revisions according to the child's maturation and progress.
The TEACCH method gives means of communication to the person these comprehension and expression capabilities
will enable him/her to understand better what is being told/asked and to express his/her needs and feelings by other
means than behavior problems.
TEACCH Assessment
The assessment called PEP; Psycho Educational Profile tries to identify areas where the person falls behind, areas
where the skill has yet to be mastered, and areas where the skill is emerging. These domains are then put in an
education program for the person. This is a must since there is a great variability of skills, even in the same autistic
person, from one domain of ability to the other. As opposed to behavior modification, these strategies do not work on
the behavior directly but on underlying conditions that will promote learning experiences. They also make use of recent
cognitive psychology research results about some differences in particular areas of brain processing in autistic people
as opposed to typical people.
Direct behavior modification is reserved for those behaviors that endanger the person and for which the above strategy
didn't work, at least so far. This is very rare. The intention is toward improving communication skills and character to
the maximum of the child’s potential, using education as a means to achieve that goal. When behavior problems occur,
they are not treated directly either. The approach calls for efforts to understand the underlying reasons for this behavior
problem: anxiety, physical pain, difficulty with the task, unpredictable changes, boredom, etc...
The principles and concepts guiding the TEACCH system have been summarized as:
- Improved adaptation: through the two strategies of improving skills by means of education and of modifying the
environment to accommodate deficits.
- Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be
continued at home.
- Assessment for individualized treatment: unique educational programs are designed for all individuals on the basis of
regular assessments of abilities.
- Structured teaching: it has been found that children with autism benefit more from a structured educational
environment than from free approaches.
- Skill enhancement: assessment identifies emerging skills and work then focuses upon these. (This approach is also
applied to staff and parent training.)
- Cognitive and behavior therapy: educational procedures are guided by theories of cognition and behavior suggesting
that difficult behavior may result from underlying problems in perception and understanding.
- Generalist training: professionals in the TEACCH system are trained as generalists who understand the whole child,
and do not specialize as psychologists, speech therapists etc.
Characteristics of Structured Teaching
• Emphasis is placed on developing individual plans to help people with autism and their families to live together
more effectively by reducing or replacing autism related behaviors that interfere with independence and quality of life
• The physical layout of the classroom is arranged in a way that avoids distractions
• Materials are clearly marked and arranged
• Individual needs of students are considered when planning the physical structure on the classroom as well as the
instructional lessons
• Schedules are a must! Individuals with autism typically have difficulties with logical memory and organization of
time. Class and individual schedules help to overcome such difficulties.
• Prompts and reinforcements are used in an organized, systematic matter to build success
• Directions are given both verbally and with alternative forms such as writing, PECS, or gestures.
• The focus of teaching is on strengths and to correct as a “remedy” to their difficulties
• Takes a broad-based environmental approach by examining diverse areas and components of the individual’s life
• Most effective when applied across age groups and agencies
• Guides individuals with autism are prepared to live and work more effectively at home, at school, and in the
community
| ________________________________________________________________________________________________________________________ Copyright © 2004 Bright Tots® Inc. - Educational Toys & Resource Guide to Child Development - All rights reserved. ________________________________________________________________________________________________________________________ |
| TEACCH - Treatment and Education of Autistic and Related Communication-Handicapped Children |
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