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TEACCH - Structured Teaching

TEACCH or Treatment and Education of Autistic and Communication-related disabled Children is a service and research program for individuals of all ages and skill levels with autism spectrum disorders (ASD) which originates from the University of North Carolina School of Medicine. Structured teaching, also known as Structured TEACCHing, refers to the use of TEACCH principles to teach individuals with ASD skills in the areas of academics, communication, independence, social and leisure, vocational, relaxation and coping strategies. It is an important learning module because of its effectiveness with people with autism. Psychologists are expected to:

  • Develop an understanding of what TEACCH is and its underpinning

  • Examine critically the reasons for using structured teaching

  • Utilise the main components of structured teaching, i.e., physical structure, visual schedules, work systems and task organization appropriately to achieve intervention goals

  • Assess client’s readiness for engaging with visual schedules and/or work systems

Here are some ideas and resources to spark your learning and thinking: 

 

TEACCH & its evidences

  1. Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice

    This article starts by summarizing the history for evidence-based practice and later discusses how TEACCH stands amongst other interventions. It argues that both TEACCH components and the overall program are backed by evidence, however the program may not be feasible or replicable in “a gold-standard Randomized Controlled Trial”.

  2. Virues-Ortega, J., Julio, F. M., & Pastor-Barriuso, R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies.

    This article compares the studies that have been done previously on TEACCH from 1995 to 2012, noting that there were limitations due to the small pool of available studies. Results show that there were large gains in social behavior and maladaptive behaviours, but smaller gains in perceptual, motor, visual and cognitive skills. 

HOw to do teacch

  1. Mesibov, G. B., Shea, V., & Schopler, E. (2005). Chapter 4 on Structured Teaching

    This particular chapter talks about the goals of structured teaching as well as the main components of approach. It is a recommended reading if you are interested to know the foundation underpinning the TEACCH framework. The chapter covers topics on:

    • What is Structured Teaching

    • Literature related to Structured Teaching

    • Goals of Structured Teaching

    • Limitations of Traditional Educational Methods

    • Elements of Structured Teaching

    The chapter is from Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. Springer Science & Business Media. It introduces the TEACCH program and provides a good background on the approach. A must-read for all practitioners who are interested in the TEACCH program.

  2. Lal, R & Shahane, A (2011). The TEACCH Approach to Autism Spectrum Disorder

    (Chapter 9). Autism Spectrum Disorders - From Genes to Environment, Tim Williams, IntechOpen,

    This chapter has a literature review which provides a good summary of the TEACCH Program and its components. Good for a quick read.

  3. Task Galore and the other books in the series by Eckenrode, L., Fennell, P., & Hearsey, K. (2003), are helpful resources for interventionists looking at building tasks that relate to academics, socialising, play and the real world. See more here.

Structured teaching & work systems

  1. Structured Teaching Guide

    This resource provides information on the structured teaching process. It includes checklists as well as forms to track the progress of the learner’s skills in using his/her schedule and work systems. It is a comprehensive resource.

  2. Steps for Implementation: Structured Work Systems

    This resource summarises the steps for implementing a structured work system for a child and details the relevant components of implementing a structured work system.

  3. Structured Teaching Strategies

    This resource contains a series of four articles in pdf format on the different components of structured teaching, with pictorial representations of each component.

TEACCh & autism

This resource explains what the key features of TEACCH are as well as the research related to it. It is a comprehensive overview of the program with current research evidence.

Note to psychologists: TEACCH is a framework of which an interventionist should integrate behavioral strategies and intervention upon. Structured teaching is a part of the TEACCH, but it is necessary to remember that successful intervention also includes working closely with families, in the client’s areas of communication, leisure and community work.

Other Resources

Ideas for Early Learning Activities & Visual Supports for Toddlers

This photo library is a great resource for psychologists looking for ideas to structure tasks. For example, interactive social stories that may increase the engagement of the reader.

Elements of structured teaching

  1. The Elements of Structured Teaching: The Principles of Structured Teaching - Part 1.

    This webinar is part 1 of a 5 part series presented via PowerPoint slides.

    This video covers the culture of autism, the importance of individualized support, the concept of visually-based support and the main components of structured teaching. It is a useful overview for someone who begins to learn about TEACCH and Structured Teaching. These webinars include a self-test portion towards the end of the video.

  2. The Elements of Structured Teaching: Physical Structure & Overall Classroom Schedules - Part 2

    This webinar is part 2 of the 5 part series, presented via PowerPoint slides.

    This video talks about the initial steps in organizing a classroom – both physically, as well as the overall classroom schedule. Next, it takes the viewer through the framework of creating an overall schedule. This video would be useful for psychologists looking at setting up a classroom that is autism-friendly.

  3. The Elements of Structured Teaching: Elements of Physical Structure: Assessing Student Schedules and Work Systems – Part 3

    Part 3 of the 5 part series talks about what a visual schedule and a working system are, as well as the differences between them. It also talks about how teachers can assess the child’s skill level.

  4. The Elements of Structured Teaching: Teaching Routines & Strategies – Part 4

    Part 4 of the series talks about what routines are and why they can be a strategy for the learner, as the presence of routines reduces anxiety. It also talks about introducing change and teaching children to adapt to new situations.

  5. The Elements of Structured Teaching: Visual Structure of Tasks - Part 5

    The last part of this webinar series talks about how visual structure can latch on the strength of the visual learner. It talks about how interventionists can improve their teaching tasks, by adding visual structure to their tasks to aid the generalization of the skills.

Structured teaching for young children

Visual representation of play tasks – Teaching children with autism play

This video demonstrates how play can be taught through the use of visual structure in the task. Please note that these are tasks and not work system.

http://www.behaviorcommunicates.com Learn how a "work system" can help you teach your child with Autism how to play.

Structured teaching for young children

Structured Teaching Physical Arrangement Examples

This video shares about how a teacher showcases the physical structure of her classrooms.

Uploaded by Middletown Centre For Autism on 2017-03-15.

Structured teaching for young children

Simple work system for preschooler with autism – Learning to work

This video shows how a child with autism learns a simple work system of take-do-finish and finishes with a concrete cue that let him know what is next (play). The cue given is part of the next schedule – play.

Uploaded by joaquinbellom on 2013-06-05.