TEACCH

Question 1

what does a teacher do in TEACCH?

Answer 1

rather than seeing how person presents as problem, the teacher embraces that difference and values that difference, everyone is different rather than just people with asd

Question 2

what does TEACCH celebrate?

Answer 2

celebration of culture of autism

Question 3

what is the main aim of TEACCH?

Answer 3

we try to put accommodations in the environment to help people function rather than changing the person themselves..prosthetic environment taps into creating an environment for them to function

Question 4

What is TEACCH based on?

Answer 4

physical layout and visual environment that taps into visual orientation of people with asd, respond v well to visual stimulation, like routine so TEACCH env is based on routine and vis scheduling

Question 5

what accommodates people with ASD in TEACCH programmes?

Answer 5

ASD find it difficult to transition from one activity to another, they like the familiarity, and use of visual stimuli is a powerful way of counteracting liking or doing the same thing, visual schedules to keep them informed about what will happen in their env, tell them what’s coming next, reflects background of ABA

Question 6

what is the fundamental difference between ABA and TEACCH?

Answer 6

fundamental diff between two approaches is ABA approach is trying to change the person using systematic methods taking account of the diffs, approach of TEACHH is more celebrative of the culture of ASD and help person to function in a changed env to accommodate their needs.

Question 7

what does the TEACCH programme pride themselves upon?…reducing challenging behaviours

Answer 7

decreasing need for challenging behaviours by changing the env in TEACHH. lack of accommodation in env to the needs of the person will cause person to carry out a challenging behaviour.

Question 8

can comparing the ABA and TEACCH approaches be justified?

Answer 8

• TEACH and ABA, two approaches suggest valid measures of outcomes, the data used to compare the approaches is open to dispute. TEACHH didn’t produce any measurable changes in IQ, but ppl from TEACHH will say they’re setting out to improve QoL and not IQ for person.
• assumption that there are measurable variables that can indicate improvement, but disagreement about which approach and about what would indicate a benefit derived from treatment.
• psychologists are bringing together a bunch of strategies that have been able to show an effect, bringing to bear on knowledge that have established effects which encapsulates an approach, the bringing together of all these strategies.

Question 9

what are features of the TEACCH environment?

Answer 9

physical layout is NB:

• the distraction of doors and windows is minimised
• shelving is used in strategic way in the order that it is going to be used,
• room divided into areas with diff physical characs and areas are allocated to diff activities, try to vis see what each area is for.
• furniture is used in strategic way to separate people and activities.
• positioning of work areas is NB, need to be in places that are not visually distracting, need to be marked and clear to differentiate between a work area and non-work area.

Question 10

what are other features of the TEACCH programme, ie scheduling?

Answer 10

• scheduling is NB, should be followed for day and is a written schedule.
• individualised schedules so that each child has their own schedule and presented in a way they can understand.
• written schedule supplemented with photographs etc.
• vis prompts used for tasks, sequence of photos to demonstrate to child how to carry out task, vis assembles of photographs…clipboard and laminators!

Question 11

visual prompts to indicate to the child about what is next?

Answer 11

there is a heavy dependence of vis prompts, show them a pic of the activity and the assemblent of photos, pair vis with verbal prompts in telling the child what to do

Question 12

what is there an emphasis on in the classroom?

Answer 12

• emphasis on left to right sequence, sorting tasks organised by left-right sequence, mirror left-right sequence which we use in presenting material.
• TEACHH classrooms produce quicker learning, when test people outside of context its not clear whether they function better

Question 13

what are one of the downfalls of the ABA programme?

Answer 13

ABA basically says autism can be eradicated and people buy into this, want their IQ to improve and make them look less autistic.
…need to ask parents what they want for their child…who is this being done for and when is child seen for being the recipient of the service that you choose?

Question 14

does the severity of the disorder indicate which approach should be adopted?

Answer 14

• we need multiple demonstrations of the benefits of a particular approach.
• v hard to predict who will benefit from the approaches. - no simple answer as to whether severity of disorder should determine which approach you adopt.

Question 15

what did Callahan et al. 2008, say?

Answer 15

Anecdotal reports by teachers, parents
suggest however, that the inability of many
school districts to deliver high quality autism programming
is an area of widespread concern.

Question 16

what is social validity?

Answer 16

Social validity can be generally defined as consumer satisfaction with the goals, procedures, and outcomes of programs and interventions… Whether or not a particular intervention—or a comprehensive treatment model—receives widespread social validation can determine the extent to which the intervention or model is adopted and implemented within schools, homes, and clinics

Question 17

who created the TEACCH programme?

Answer 17

Mesibov and Schopler in 1972

Question 18

what does TEACCH mean?

Answer 18

Treatment and Education of Autistic and related Communication-handicapped CHildren

Question 19

where did the TEACCH programme originate?

Answer 19

University of North Carolina at Chapel Hill

Question 20

what is the theoretical rationale for TEACCH approach?

Answer 20

The TEACCH approach is called ‘‘Structured Teaching.’’
Structured Teaching is based on evidence and observation
that individuals with autism share a pattern of neuropsychological deficits and strengths that we call the ‘Culture of Autism’

Question 21

what are the 8 characteristics does the ‘Culture of Autism’ proposed by Mesibov include?

Answer 21

1. Relative strength in and preference for processing
   visual information, as opposed to language processing.
2. Heightened attention to details, but difficulty with connecting, or deriving meaning from them
3. Enormous variability in attention (individuals can be very distractible at times, and at other times intensely
   focused).
4. Communication problems, always including impairments in the initiation and social use of language (pragmatics).
5. Difficulty with concepts of time, including moving
   through activities too quickly or too slowly, and having problems recognising the beginning or end of an activity.
6. Tendency to become attached to routines and the settings where they are established, so that activities may be difficult to transfer or generalise from the original learning situation. Disruptions in routines can be uncomfortable, confusing, or upsetting.
7. Very intense interests and impulses to engage in
   favoured activities and difficulties disengaging once engaged.
8. Marked sensory preferences and aversions.

Question 22

what did Bodfish (2004), say that favours the implementation of a TEACCH environment?

Answer 22

Bodfish concluded
that there is clear empirical support for the benefits of
structure and predictability in the environment

Question 23

what 4 structures does TEACCH recommend?

Answer 23

1) physical structure
2) organising and communicating the sequence of events of the day
3) organisation of individual tasks using visual means
4) linking individual tasks into a sequence of activities, called the work/activity system

Question 24

what does 1) physical structure embody?

Answer 24

examples are (a) using elements such as furniture arrangement or visual cues that show a student/client which activities occur in specific areas and where to stand or sit in the area, and (b) reducing environmental sources of distraction or overstimulation by seating a student facing away from a door or window.

Question 25

what does 2) organising and communicating the sequence of events of the day, embody?

Answer 25

The second type of structure involves organising and communicating the sequence of events of the day by making this organisation (i.e. a schedule) understandable and meaningful to the student/client. The most basic type of ‘schedule’
uses objects to help the student make the transition to the next activity (e.g., actual facecloth to be used in the bath; actual spoon to be used for the snack). For more developmentally advanced students, pictures or written words are used for schedules, and those schedules are of increased length (e.g., part-day, full-day, weekly agenda).

Question 26

what does 3) organisation of individual

tasks using visual means, embody?

Answer 26

organisation of individual
tasks using visual means to show the student/client the
following information:
(a) What he is supposed to do,
(b) How long the activity will last or how many repetitions he will do,
(c) How he can see that he is making progress toward being finished,
(d) How he can see that the activity is finished,
(e) What he will do next.

Question 27

what does 4) linking individual tasks

into a sequence of activities, called the work/activity system, embody>

Answer 27

Linking individual tasks
into a sequence of activities, called the work/activity system, in order to increase the amount of time that the
individual is meaningfully engaged in productive activities.

Question 28

why have researchers and clinicians have accepted the
importance of visual material for increasing the skills of
individuals with autism?

Answer 28

many aspects of the visual skills of individuals with

autism are preserved or even superior relative to age peers has long been established.

Question 29

Boucher and Lewis (1989)?

Answer 29

Boucher and Lewis (1989) showed that children with
autism given written directions made significantly fewer errors than children given similar directions verbally or
through a demonstration.

Question 30

Gast (2000)?

Answer 30

Gast (2000) reported significantly more time on tasks and more correct completion of assigned tasks when visual
activity schedules were used.

Question 31

what does structured teaching rely heavily on?

Answer 31

Structured Teaching relies strongly on using visual
information to promote engagement in productive activities and to reduce the confusion and distress that can be caused when too much language processing is required.
Visual information is a key element of physical structure, schedules,
instructions for activities, communication, and reminders about expectations and limits. Visual information
is conveyed in various ways depending on the developmental skills of the individual, ranging from concrete objects for learners at very early developmental levels to written ‘‘to do’’ lists and reminders for adolescents and adults with average or superior intelligence.

Question 32

Charlop et al. (1990)?

Answer 32

Charlop et al. (1990) found that the opportunity to engage in stereotyped motor movements or
repetitive speech was a markedly more effective reinforcer than food for increasing correct performance on cognitive tasks.

Question 33

Charlop-Christy and Haymes (1998)?

Answer 33

Charlop-Christy and Haymes 1998) also showed that they could reduce stereotyped motor movements, aggression, and tantrums by using access to preferred
play objects as reinforcers for periods of time in
which the target behaviors did not occur…..not about changing the child, but facilitating to their needs. Different than ABA when using reinforcers etc, let the child do what they like and respect their decisions…find out what works best for the child, more individualistic.

Question 34

structured teaching programmes and incorporation of childrens’ special interests?

Answer 34

Structured Teaching programs use clients’ special interests to reward successful completion of tasks. Structured Teaching also incorporates individuals’ special interests into other aspects of learning—for example, it is not unusual to see Thomas the Tank pictures for teaching mathematical concepts or turn-taking, for marking a student’s seat or cubby, or for drawing a
student’s attention to his daily schedule.

Question 35

what is the TEACCH approach for teaching early communication?

Answer 35

The approach to teaching early communication
skills initially takes the form of associating labels (typically either objects or visual symbols of some kind, paired with spoken words) with meaningful, highly interesting
activities in the individual’s schedule.
As the individual learns the association between the symbols/labels and the activities, it is then possible to begin offering choices, which is the first step toward understandable,
socially acceptable expressive communication. Making the availability of choices visually clear helps to move the individual toward initiating choices rather than becoming
dependent on prompting.

Question 36

how does TEACCH get a sense of where the child is at?

Answer 36

In order to provide information about individual
profiles for programming purposes, TEACCH developed two assessment instruments: the ‘Psychoeducational Profile’
(Schopler et al. 2005) for young children, and the ‘TEACCH Transition Assessment Profile’
(Mesibov et al. 2007 ) for adolescents and adults.
These instruments provide a starting point for individualised
plans for teaching and supporting emerging skills.