Severalapproaches can be used in the treatment and management of autismspectrum disorders in individuals of varying ages and skills. One ofthese methods is the “Treatment and Education of Autistic andRelated Communication Children” commonly known as TEACCH. It wasdeveloped in the 1960s and 1970s by Eric Schopler and Robert Reichlerwho established those autistic children involved in a pilot projectrecorded significant progress (Sandberg& Spritz, 2013).Over the years, the methodology has evolved into one of the mostrefined treatment options. It emphasizes on the influence of thecondition on the entire life of the patient rather that providingsolutions to the immediate challenges. Consequently, it aims atassessing the needs, strengths and skills of the individual todevelop an appropriate strategy that will enhance independence.Additionally, focuses on the role of parental and family support inthe interventions (Sandberg& Spritz, 2013).Several research studies have been conducted in the recent past toevaluate the efficacy and dependability of TEACCH in the treatmentand management of autism.
Astudy by Turner-Brown et al. (2016) sought to establish whetherTEACCH interventions and methodologies are effective in supportingparental role and the development skills among toddlers diagnosedwith autistic syndrome disorder. The study involved 50 children belowthe age of three who were selected randomly from a “FamilyImplemented TEACCH for Toddler” program. The study identifiedseveral impacts of the programs among them reduced stress andenhanced well-being among parents and families and improvement insocial and communication skills among the children (Turner-Brown etal., 2016).
Ichikawaet al. (2013) argued that despite several the existences of severaltraining programs for people with autism, there is a gap in theirstandardization as well as evaluation of their effectiveness andfeasibility, especially in Asian societies. The study verified thefeasibility and effectiveness of TEACCH interventions in the Japanesecommunities (Ichikawa et al., 2013).
Ortegaet al. (2013) provide a meta-analysis of the effectiveness of TEACCHas a major practice in the treatment and management of autism. It wasbased on 13 studies with multiple respondents. They established thatthe effect of the program on motor, communication, verbal andperceptional skills was limited but had significant impacts on socialand maladaptive behaviors. Nonetheless, the conclusion relied onlimited data (Ortega et al., 2013).
Accordingto Orellana, Sanchis, and Silvestre (2014), autism in children canhave direct impacts on other medical interventions such as dentalprocedures. Consequently, they sought to establish whether TEACCHprograms influenced oral assessments. There was statisticallysignificant effect of the treatment methodology on the autisticpatients (Orellana, Sanchis, and Silvestre, 2014). A longitudinalstudy by D’Eliaet al. (2014) involving 30 autistic children established that thereare several benefits that can occur from this treatment approach.This includes reducing the severity of the symptoms and modificationof maladaptive behaviors as well as easing parental stress. Theseare some of the key indicators of the efficacy of the program (D’Eliaet al., 2014).
The“Treatment and Education of Autistic and Related CommunicationChildren” is one of the most conventional treatment methodologiesin children with autism. Since it was introduced in the 1960s and1970s, there several studies that are aimed at increasing itseffectiveness and evaluations the outcomes. The majority of thesestudies have provided evidence that the interventions based on TEACCHare useful. Therefore, it can be considered to be an evidence-basedpractice.
D’Elia,L., Valeri, G., Sonnino, F. et al. (2014). A Longitudinal Study ofthe Teacch Program in Different Settings: The Potential Benefits ofLow Intensity Intervention in Preschool Children with Autism SpectrumDisorder. Journalof Autism and Developmental Disorders.44(3), pp 615–626.
Ichikawa,K. et al. (2013). TEACCH-based group social skills training forchildren with high-functioning autism: a pilot randomized controlledtrial. BioPsychoSocialMedicine,7(14), DOI: 10.1186/1751-0759-7-14.
Orellana,L.M., Martínez-Sanchis, S. & Silvestre, F.J. (2014). TrainingAdults and Children with an Autism Spectrum Disorder to be Compliantwith a Clinical Dental Assessment Using a TEACCH-Based Approach.Journalof Autism and Development Disorders,44: 776. doi:10.1007/s10803-013-1930-8
Ortega,J. et al. (2013). The TEACCH program for children and adults withautism: A meta-analysis of intervention studies. ClinicalPsychology Review,33(8), 940-953.
Sandberg,E. & Spritz, B. (2013). Abrief guide to autism treatments.Philadelphia, PA: Jessica Kingsley Publishers.
Turner-Brown,L., Hume, K., Boyd, B. A., & Kainz, K. (2016). PreliminaryEfficacy of Family Implemented TEACCH for Toddlers: Effects onParents and Their Toddlers with Autism Spectrum Disorder. Journalof Autism and Developmental Disorders,1-14. DOI: 10.1007/s10803-016-2812-7