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| Formation | 1971 |
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| Location | |
Official language | English |
Director | Laura Klinger |
Parent organization | University of North Carolina School of Medicine |
| Website | www.teacch.com |
The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan. [1]
The Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) philosophy recognizes autism as a lifelong condition and does not aim to cure but to respond to autism as a culture. [2] Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families. [3]
The emphasis on individualization means that TEACCH does not distinguish between people with very high skill levels and those with learning disabilities. Strategies used are designed to address the difficulties faced by all people with autism, and be adaptable to whatever style and degree of support is required. [2] TEACCH methodology is rooted in behavior therapy, more recently combining cognitive elements, [4] guided by theories suggesting that behavior typical of people with autism results from underlying problems in perception and understanding. The strategies put forward by TEACCH do not work on the behavior directly, but on its underlying reasons, such as lack of understanding of what the person is expected to do or what will happen to them next, and sensory under- or overstimulation. [5] By addressing communication deficits, the person will be supported to express their needs and feelings by means other than challenging behavior. [6]
Working from the premise that people with autism are predominantly visual learners, intervention strategies are based around physical and visual structure, schedules, work systems and task organization. Individualized systems aim to address difficulties with communication, organization, generalization, concepts, sensory processing, change and relating to others. [7] Whereas some interventions focus on addressing areas of weakness, the TEACCH approach works with existing strengths and emerging skill areas. [3] [8]
To start, there lies an importance in creating structured and supportive physical surroundings to support student success. Next, it is recommended to display a physical schedule that can be accessed and referred to by the student throughout their day. Thirdly, the establishment of expectations and goals to support and encourage independence from the student with their tasks. Fourthly, a strong emphasis of a consistent routine. Finally, the incorporation of visual-cues for reminders. [9]
Most of the literature is of North American origin. The adoption of the TEACCH approach has been slower elsewhere. In 1993, Jones et al. [10] stated that there was insufficient use of the TEACCH approach in the UK to include it in their study of interventions. [11] In 2003 it was reported that Gary B. Mesibov and Eric Schopler describe TEACCH as the United Kingdom's most common intervention used with children with autism. In Europe and the United States, it is also a common intervention. [12]
TEACCH runs conferences in North Carolina and organizes programs throughout the US and in the UK. [2]
In '...A Guide for Practitioners', Jordan describes the literature on TEACCH as providing 'very positive, but not remarkable, results'. [13] A 2013 meta-analysis indicated that TEACCH has small or no effects on perceptual, motor, verbal, cognitive, and motor functioning, communication skills, and activities of daily living. There were positive effects in social and maladaptive behavior, but these results required further replication due to the methodological limitations of the pool of studies analyzed. [14]
The TEACCH approach was developed at the University of North Carolina at Chapel Hill, originating in a child research project begun in 1964 by Eric Schopler and Robert Reichler. The results of this pilot study indicated that the children involved made good progress, [15] and consequently state finance supported the formation of Division TEACCH. [2]
Founded in 1971 by Eric Schopler, TEACCH provides training and services geared to helping autistic children and their families cope with the condition. [2] [16] Gary B. Mesibov, a professor and researcher on UNC's TEACCH program since about 1979, was director of the program from 1992 to 2010. [17] [18]
With over 40 years of experience working with autistic people, TEACCH methodology continues to evolve, refining its approach. [2] [16] It is a "pioneering" program for assisting with ASD education, research and service delivery for children and adults. [18]
Asperger syndrome (AS), also known as Asperger's, is a neurodevelopmental condition characterized by significant difficulties in social interaction and nonverbal communication, along with restricted and repetitive patterns of behavior and interests. The syndrome is no longer recognized as a diagnosis in itself, having been merged with other conditions into autism spectrum disorder (ASD). It was considered to differ from other diagnoses that were merged into ASD by relatively unimpaired spoken language and intelligence.
Relationship Development Intervention (RDI) is a trademarked proprietary treatment program for autism spectrum disorders (ASD), based on the belief that the development of dynamic intelligence is the key to improving the quality of life for autistic people. The program's core philosophy is that autistic people can participate in authentic emotional relationships if they are exposed to them in a gradual, systematic way. The goal of treatment is to systematically build up the motivation and tools for successfully interacting in social relationships, to correct deficits in this area that are thought to be common to all autistic people.
Pervasive developmental disorder not otherwise specified (PDD-NOS) is a historic psychiatric diagnosis first defined in 1980 that has since been incorporated into autism spectrum disorder in the DSM-5 (2013) and ICD-11 (2022).
Autism spectrum disorder (ASD) is a developmental disorder that begins in early childhood, persists throughout adulthood, and affects three crucial areas of development: communication, social interaction and restricted patterns of behavior. There are many conditions comorbid to autism spectrum disorder such as fragile X syndrome and epilepsy.
Ole Ivar Løvaas was a Norwegian-American clinical psychologist and professor at the University of California, Los Angeles. He is most well known for his research on what is now called applied behavior analysis (ABA) to teach autistic children through prompts, modeling, and positive reinforcement. The therapy is also noted for its use of aversives (punishment) to reduce undesired behavior, however these are now used less commonly than in the past.
Discrete trial training (DTT) is a technique used by practitioners of applied behavior analysis (ABA) that was developed by Ivar Lovaas at the University of California, Los Angeles (UCLA). DTT uses direct instruction and reinforcers to create clear contingencies that shape new skills. Often employed as an early intensive behavioral intervention (EIBI) for up to 30–40 hours per week for children with autism, the technique relies on the use of prompts, modeling, and positive reinforcement strategies to facilitate the child's learning. It previously used aversives to punish unwanted behaviors. DTT has also been referred to as the "Lovaas/UCLA model", "rapid motor imitation antecedent", "listener responding", errorless learning", and "mass trials".
Applied behavior analysis (ABA), also called behavioral engineering, is a psychological intervention that applies empirical approaches based upon the principles of respondent and operant conditioning to change behavior of social significance. It is the applied form of behavior analysis; the other two forms are radical behaviorism and the experimental analysis of behavior.
The following outline is provided as an overview of and topical guide to autism:
Autism therapies include a wide variety of therapies that help people with autism, or their families. Such methods of therapy also seek the increase of functional independence in autistic people. Many therapies marketed towards autistic people and/or their parents claim outcomes that have not been supported by Level of Research (LOE) Level 1. Level 1 research includes evidence from a systematic review or meta-analysis of all relevant RCTs or evidence-based clinical practice guidelines based on systematic reviews of RCTs or three or more RCTs of good quality that have similar results.
Social Stories were devised as a tool to help individuals with ASD better understand the nuances of interpersonal communication so that they could "interact in an effective and appropriate manner". Although the prescribed format was meant for high functioning people with basic communication skills, the format was adapted substantially to suit individuals with poor communication skills and low level functioning. The evidence shows that there has been minimal improvement in social interaction skills. However, it is difficult to assess whether the concept would have been successful if it had been carried out as designed.
Eric Schopler was a German born American psychologist whose pioneering research into autism led to the foundation of the TEACCH program.
The floortime or Developmental, Individual-differences, Relationship-based (DIR) model is a developmental model for assessing and understanding any child's strengths and weaknesses. It has become particularly effective at identifying the unique developmental profiles and developing programs for children experiencing developmental delays due to autism, autism spectrum disorders, or other developmental disorders. This Model was developed by Dr. Stanley Greenspan and first outlined in 1979 in his book Intelligence and Adaptation. Evidence for the efficacy of DIR/Floortime includes results from randomized controlled trials of DIR/Floortime and the DIR/Floortime-based P.L.A.Y. Project; because of various limitations in these studies, the existing evidence is deemed to "weakly support" the efficacy of Floortime.
Classic autism, also known as childhood autism, autistic disorder, (early) infantile autism, infantile psychosis, Kanner's autism,Kanner's syndrome, or just autism, is a neurodevelopmental condition first described by Leo Kanner in 1943. It is characterized by atypical and impaired development in social interaction and communication as well as restricted, repetitive behaviors, activities, and interests. These symptoms first appear in early childhood and persist throughout life.
Autism, formally called autism spectrum disorder (ASD) and autism spectrum condition (ASC), is a neurodevelopmental disorder characterized by deficits in social communication and social interaction, and repetitive or restricted patterns of behaviors, interests, or activities, which can include hyper- and hyporeactivity to sensory input. Autism is a spectrum disorder, meaning that it can manifest very differently in each person. For example, some are nonspeaking, while others have proficient spoken language. Because of this, there is wide variation in the support needs of people across the autism spectrum.
Geraldine Dawson is an American child clinical psychologist, specializing in autism. She has conducted research on early detection, brain development, and treatment of autism spectrum disorders (ASD) and collaborated on studies of genetic risk factors in autism. Dawson is William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences and professor of psychology and neuroscience, former director, Duke Institute for Brain Sciences and director of the Duke Center for Autism and Brain Development at Duke University Medical Center. Dawson was president of the International Society for Autism Research, a scientific and professional organization devoted to advancing knowledge about autism spectrum disorders. From 2008 to 2013, Dawson was research professor of psychiatry at the University of North Carolina at Chapel Hill and was chief science officer for Autism Speaks. Dawson also held the position of adjunct professor of psychiatry at Columbia University and is professor emerita of psychology at University of Washington. She is a fellow of the American Psychological Society, American Psychological Association, International Society for Autism Research, and the Society of Clinical Child and Adolescent Psychology.
Autism-friendly means being aware of social engagement and environmental factors affecting people on the autism spectrum, with modifications to communication methods and physical space to better suit individual's unique and special needs.
Gary B. Mesibov is a licensed psychologist, psychology professor, editor and an author.
Autistic catatonia is a term used to describe the occurrence of catatonia in autistic people. Catatonia occurs in roughly 10 percent of people diagnosed with an autism spectrum disorder. In addition to the common sign of catatonia, autistic people with catatonia might show an increase in stereotypies and self-injurious behavior.
The 1990s saw the continued popularization of autism in general, and Asperger syndrome in particular, both in popular culture and in the scientific community. The latter condition was formally recognized in both the ICD-10 and the DSM-IV, both released in 1994.
| Authority control: National |
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