Structured%20TEACCH%20Treatment%20and%20Education%20of%20Autistic%20and%20related%20Communication%20Handicapped%20Children

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Structured TEACCHTreatment and Education of
Autistic and related Communication Handicapped
Children

• Blanche McKenna
• Autism Specialist

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Physical Structure

• Physical structure refers to the actual layout or
  surroundings of a person's environment, such as a
  classroom, home, or group home.
• The physical boundaries are clearly defined and
  usually include activities like work, play,
  snack, music, and transitioning.

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In a classroom setting these areas may include

• Small group work area
• Independent work area
• 11 work area
• Play/recreation/leisure area
• Sensory motor area
• Break area.

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Physical structure break center
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Scheduling

• A schedule or planner is set up which indicates
  what the person is supposed to do and when it is
  supposed to happen.
• From the next activity all the way to a day or
  week are clearly shown to the person through
  words, photographs, objects, drawings, or
  whatever medium is easiest for the person to
  retain.

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Beginning schedule
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Object schedule
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Written/picture schedule
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Work System

• The work system tells the person what is expected
  of him/her during an activity, how much is
  supposed to be completed, and whats next after
  the activity is completed.
• The goal is to teach the person to work
  independently.
• The work system is also organized in such a way
  that the person has little or no difficulty
  figuring out what to do. For example, the
  activity or task should be performed from top to
  bottom or from left to right.

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Work System
This refers to the systematic and organized
presentation of tasks/materials in order for
students to learn to work independently, without
adult directions/prompts
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Work Systems address 4 questions

• What is the work to be done? What is the nature
  of the task? (e.g., sorting by colors
  adding/subtracting 2 digit numbers, making a
  sandwich, brushing teeth, etc.).

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How much work? Visually represent to the student
exactly how much work is to be done.

• If the student is to cut out only 10 soup can
  labels, don't give him a whole stack and expect
  him to independently count and/or understand that
  he is to cut out only 10 soup can labels, for the
  task to be considered complete.
• Seeing the whole stack of labels - even if told
  that he is going to cut only ten - can cause a
  child with autism a great deal of frustration and
  anxiety in not being able to understand exactly
  how much work to complete.

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When am I finished?
The student needs to independently recognize
when he is finished with a task/activity. The
task itself may define this, or the use of timers
or visual cues, such as a red dot, to indicate
where to stop on a particular worksheet, has
proven effective.
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What comes next?
Items such as reinforcers, highly desired
activities, break times or free choice are highly
motivating toward task completion. In some
cases, being "all done" with the task motivates
the child enough to complete it. Always check
schedule
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Routine

• A routine is a Task Analysis. In the TEACCH
  method, the most functional skill for autistic
  individuals is a routine which involves checking
  one's schedule and following the established work
  system.
• This routine can then be used throughout the
  person's lifetime and in multiple situations.

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Visual structure

• Visual structure refers to visually-based cues
  regarding organization, clarification, and
  instructions to assist the person in
  understanding what is expected of him/her.
• For example, a visual structure may involve using
  colored containers to assist the person in
  sorting colored materials into various groups or
  displaying an example (jig) of a stamped envelope
  when the person is asked to place stamps on
  envelopes.

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The schedule tells you where to go

• The work system tells you what to do

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