Description : In TEACCH, children and adults with autism spectrum disorders receive individual classroom instruction designed to accommodate learning styles characteristic of autism spectrum disorders. For example, because visual skills tend to be more advanced than verbal skills, instructions may be presented in pictures rather than words, and tasks may have visual prompts (e.g., grooves to indicate where to place items, pictures of each step of the task, etc.). Because classroom noise or intrusions from peers may be distracting or aversive, individuals with autism spectrum disorders often work at their own workstations rather than with classmates, though small group instruction also occurs. Because transitions from one activity to another may be difficult, individuals with autism spectrum disorders may have a highly structured schedule placed at their workstations.
Research Summary: To date there are no studies with strong experimental designs evaluating whether or not TEACCH intervention is effective. TEACCH is considered by some school systems to be a plausible intervention approach. One small study indicated that parent training provided by TEACCH may accelerate the development of cognitive and self-help skills (Ozonoff & Cathcart, 1998); however, this finding has not been replicated in any other studies. In addition, it is important to note that in this study, parents worked one-on-one with their children using TEACCH methodology while their children were concurrently in ABA treatment programs. Another small study (conducted with three children) indicates that TEACCH workstations may increase on-task behavior and completion of assignments (Hume & Odom, 2007). Other aspects of TEACCH such as classroom instruction have support from uncontrolled studies (e.g., Lord & Schopler, 1989) but have not been evaluated in peer-reviewed studies with strong experimental designs.
Recommendations: An important area for future research is to evaluate TEACCH in studies with strong experimental designs where the treatment group is compared with a control group that is only receiving intensive behavioral treatment. Professionals should present TEACCH as untested and encourage families who are considering this intervention to evaluate it carefully.
Selected References:
Selected scientific studies:
Lord, C., & Schopler, E. (1989). The role of age at assessment, developmental level, and test in the stability of intelligence scores in young autistic children. Journal of Autism & Developmental Disorders. 19, 483-499.
National Research Council (2001). Educating children with autism. Washington DC: National Academy Press.
Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism & Developmental Disorders, 28, 25-32.
Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism & Developmental Disorders, 37, 1166-1180.
Panerai, S., L. Ferrante, & M. Zingale (2002). Benefits of the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) Programme as Compared with a Non-specific Approach. Journal of Intellectual Disability Research, 46, 318-327.
Systematic Reviews:
National Research Council (2001). Educating children with autism. Washington DC: National Academy Press.
Related articles:
The TEACCH program for children and adults with autism: A meta-analysis of intervention studies
Effects of an individual work system on the independent functioning of students with autism
The role of treatment fidelity on outcomes during a randomized trials
