Skip to main content

Advertisement

Log in

The TEACCH Program in the Era of Evidence-Based Practice

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

‘Evidence-based practice’ as initially defined in medicine and adult psychotherapy had limited applicability to autism interventions, but recent elaborations of the concept by the American Psychological Association (Am Psychol 61: 271–285, 2006) and Kazdin (Am Psychol 63(1):146–159, 2008) have increased its relevance to our field. This article discusses the TEACCH program (of which the first author is director) as an example of an evidence-based practice in light of recent formulations of that concept.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • American Academy of Child, Adolescent Psychiatry. (1999). Practice parameters for the assessment and treatment of children, adolescents, and adults with autism and other pervasive developmental disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 38(Suppl 1), 32S–54S.

    Google Scholar 

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., Text Revision). Washington, DC: Author.

  • American Psychological Association. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271–285.

    Article  Google Scholar 

  • American Speech-Language-Hearing Association. (2006). Guidelines for speech-language pathologists in diagnosis, assessment, and treatment of autism spectrum disorders across the life span. [http://www.asha.org/members/deskref-journal/deskref/default].

  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2, 66–84.

    Article  Google Scholar 

  • Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23, 300–308.

    Article  Google Scholar 

  • Bodfish, J. W. (2004). Treating the core features of autism: Are we there yet? Mental Retardation and Developmental Disabilities Research Reviews, 10, 318–326.

    Article  PubMed  Google Scholar 

  • Bohart, A. C., O’Hara, M., & Leitner, L. M. (1998). Empirically violated treatments: Disenfranchisement of humanistic and other psychotherapies. Psychotherapy Research, 8, 141–157.

    Article  Google Scholar 

  • Boucher, J., & Lewis, V. (1989). Memory impairments and communication in relatively able autistic children. Journal of Child Psychology and Psychiatry, 30, 99–122.

    Article  PubMed  Google Scholar 

  • Boyd, B. A., Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37(8), 1550–1561.

    Article  PubMed  Google Scholar 

  • Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational interventions. Rehabilitation Psychology, 38, 3–10.

    Article  Google Scholar 

  • Bryan, L. C., & Gast, D. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567.

    Article  PubMed  Google Scholar 

  • Caron, M. J., Mottron, L., Rainville, C., & Chouinard, S. (2004). Do high functioning persons with autism present superior spatial abilities? Neuropsychologia, 42, 467–481.

    Article  PubMed  Google Scholar 

  • Charlop, M. H., Kurtz, P. F., & Casey, F. G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163–181.

    Article  PubMed  Google Scholar 

  • Charlop-Christy, M. H., & Haymes, L. K. (1996). Using obsessions as reinforcers with and without mild reductive procedures to decrease inappropriate behaviors of children with autism. Journal of Autism and Developmental Disorders, 26, 527–546.

    Article  PubMed  Google Scholar 

  • Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28, 189–198.

    Article  PubMed  Google Scholar 

  • Chorpita, B. F. (2003). The frontier of evidence-based practice. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 42–59). New York: Guilford.

    Google Scholar 

  • Dawson, G. (1996). Brief report: Neuropsychology of autism: A report on the state of the science. Journal of Autism and Developmental Disorders, 26, 179–184.

    Article  PubMed  Google Scholar 

  • Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31, 315–325.

    Article  PubMed  Google Scholar 

  • Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–169.

    Article  Google Scholar 

  • Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61.

    Article  Google Scholar 

  • Henry, W. P. (1998). Science, politics, and the politics of science: The use and misuse of empirically validated treatment research. Psychotherapy Research, 8, 126–140.

    Article  Google Scholar 

  • Hermelin, B., & Frith, U. (1971). Psychological studies of childhood autism: Can autistic children make sense of what they see and hear? The Journal of Special Education, 5, 107–117.

    Article  Google Scholar 

  • Hermelin, B., & O’Connor, N. (1970). Psychological experiments with autistic children. New York: Pergamon.

    Google Scholar 

  • Howlin, P. (1997). Autism: Preparing for adulthood. London: Routledge.

    Book  Google Scholar 

  • Hume, K. (2009). Effects of an individual work system on independence, task acquisition and duration, and generalization in students with autism. Manuscript submitted for publication.

  • Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37(6), 1166–1180.

    Article  PubMed  Google Scholar 

  • Hung, D. W. (1978). Using self-stimulation as reinforcement for autistic children. Journal of Autism and Childhood Schizophrenia, 8, 355–366.

    Article  PubMed  Google Scholar 

  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 150–165.

    Article  Google Scholar 

  • Kamio, Y., & Toichi, M. (2000). Dual access to semantics in autism: Is pictorial access superior to verbal access? Journal of Child Psychology and Psychiatry, 41, 859–868.

    Article  PubMed  Google Scholar 

  • Kazdin, A. E. (2008). Evidence-based treatment and practice: New opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. American Psychologist, 63(1), 146–159.

    Article  PubMed  Google Scholar 

  • Keel, J. H., Mesibov, G. B., & Woods, A. V. (1997). TEACCH Supported Employment Program. Journal of Autism and Developmental Disorders, 27, 3–10.

    Article  PubMed  Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments: Communication, social, and academic development. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Koenig, K., De Los Reyes, A., Cicchetti, D., Scahill, L., & Klin, A. (2009). Group intervention to promote social skills in school-age children with pervasive developmental disorders: Reconsidering efficacy. Journal of Autism and Developmental Disorders, 39(8), 1163–1172.

    Article  PubMed  Google Scholar 

  • Krantz, P. J., MacDuff, M. T., & McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents’ use of photographic activity schedules. Journal of Applied Behavior Analysis, 26, 137–138.

    Article  PubMed  Google Scholar 

  • Krantz, P. J., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191–202.

    Article  PubMed  Google Scholar 

  • Lampropoulos, G. K. (2000). A reexamination of the empirically supported treatments critiques. Psychotherapy Research, 10, 474–487.

    Article  Google Scholar 

  • MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalizations of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.

    Article  PubMed  Google Scholar 

  • Marcus, L. M., Lansing, M., Andrews, C. E., & Schopler, E. (1978). Improvement of teaching effectiveness in parents of autistic children. Journal of the American Academy of Child Psychiatry, 17, 625–639.

    Article  PubMed  Google Scholar 

  • Massey, N. G., & Wheeler, J. J. (2000). Acquisition and generalization of activity schedules and their effects on task engagement in a young child with autism in an inclusive pre-school classroom. Education and Training in Mental Retardation and Developmental Disabilities, 35, 326–335.

    Google Scholar 

  • Mawhood, L., & Howlin, P. (1999). The outcome of a supported employment scheme for high-functioning adults with autism or Asperger syndrome. Autism: The International Journal of Research and Practice, 3, 229–254.

    Google Scholar 

  • Merkler, E. E. (2007). The experience of isolation and loneliness in young adults with high-functioning autism. Dissertation Abstracts International: Section B: The Sciences and Engineering, 68(3-B), 1936 pp.

  • Mesibov, G. B., Browder, D. M., & Kirkland, C. (2002). Using individualized schedules as a component of positive behavioral support for students with developmental disabilities. Journal of Positive Behavioral Interventions, 4, 73–79.

    Article  Google Scholar 

  • Mesibov, G. B. & Shea, V. (2009). Evidence-based practices and autism. Autism: The International Journal of Research and Practice. (in press).

  • Mesibov, G. B., Shea, V., & Schopler, E. (with Adams, L., Burgess, S., Chapman, S. M., Merkler, E., Mosconi, M., Tanner, C., & Van Bourgondien, M. E.). (2005). The TEACCH approach to autism spectrum disorders. New York: Springer.

  • Mesibov, G. B., & Stephens, J. (1990). Perceptions of popularity among a group of high-functioning adults with autism. Journal of Autism and Developmental Disorders, 20(1), 33–43.

    Article  PubMed  Google Scholar 

  • Mesibov, G. B., Thomas, J. B., Chapman, S. M., & Schopler, E. (2007). TTAP: TEACCH transition assessment profile (2nd ed.). Austin, TX: Pro-ed.

    Google Scholar 

  • Minshew, N. J., Goldstein, G., & Siegel, D. J. (1997). Neuropsychologic functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society, 3, 303–316.

    PubMed  Google Scholar 

  • Morrison, R. S., Sainato, D. M., Benchaaban, D., & Endo, S. (2005). Increasing play skills of children with autism using activity schedules and correspondence training. Journal of Early Intervention, 25, 58–72.

    Article  Google Scholar 

  • National Research Council. (2001). Educating children with autism. Committee on Educational Interventions for Children with Autism. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

  • O’Riordan, M. A., Plaisted, K. C., Driver, J., & Baron-Cohen, S. (2001). Superior visual search in autism. Journal of Experimental Psychology, 27, 719–730.

    PubMed  Google Scholar 

  • Odom, S. L. (2007). Comparison of two comprehensive treatment models for preschool-aged children with autism spectrum disorders and their families. (Institute of Education Sciences No. R324B07219). [Abstract]. http://ies.ed.gov/ncser/projects/grant.asp?ProgID=42&grantid=556&NameID=77.

  • Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Canter, L. L., & Strain, P. S. (2003). Evidence-based practices for young children with autism: Contributions for single-subject design research. Focus on Autism and Other Developmental Disabilities, 18, 166–175.

    Article  Google Scholar 

  • Ousley, O. Y., & Mesibov, G. B. (1991). Sexual attitudes and knowledge of high-functioning adolescents and adults with autism. Journal of Autism and Developmental Disorders, 21(4), 471–481.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., South, M., & Provencal, S. (2005). Executive functions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders(3rd ed.): Vol. 1: Diagnosis, development, neurobiology, and behavior (pp. 606–627). Hoboken, NJ: Wiley.

    Google Scholar 

  • Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46, 318–327.

    Article  PubMed  Google Scholar 

  • Panerai, S., Zingale, M., Trubia, G., Finocchiaro, M., Zuccarello, R., Ferri, R., et al. (2009). Special education versus inclusive education: The role of the TEACCH program. Journal of Autism and Developmental Disorders, 39(6), 874–882.

    Article  PubMed  Google Scholar 

  • Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481.

    Article  PubMed  Google Scholar 

  • Prizant, B. M., & Wetherby, A. M. (1998). Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in Speech and Language, 19, 329–352.

    Article  PubMed  Google Scholar 

  • Quill, K. A. (1997). Instructional considerations for young children with autism: The rationale for visually cued instruction. Journal of Autism and Developmental Disorders, 27, 697–714.

    Article  PubMed  Google Scholar 

  • Reichow, B., Volkmar, F. R., & Cicchetti, D. V. (2008). Development of the evaluative method for evaluating and determining evidence-based practices in autism. Journal of Autism and Developmental Disorders, 38(7), 1311–1319.

    Article  PubMed  Google Scholar 

  • Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.

    Article  PubMed  Google Scholar 

  • Rogers, S. J. (1999). Intervention for young children with autism: From research to practice. Infants and Young Children, 12, 1–16.

    Article  Google Scholar 

  • Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8–38.

    Article  Google Scholar 

  • Rutter, M., & Bartak, L. (1973). Special educational treatment of autistic children: A comparative study—II. Follow-up findings and implications for services. Journal of Child Psychology and Psychiatry, 14, 241–270.

    Article  PubMed  Google Scholar 

  • Sarokoff, R. A., Taylor, B. A., & Poulson, C. L. (2001). Teaching children with autism to engage in conversational exchanges: Script fading with embedded textual stimuli. Journal of Applied Behavior Analysis, 34, 81–84.

    Article  PubMed  Google Scholar 

  • Schmit, J., Alper, S., Raschke, D., & Ryndak, D. (2000). Effects of using a photographic cueing package during routine school transitions with a child who has autism. Mental Retardation, 38, 131–137.

    Article  PubMed  Google Scholar 

  • Schopler, E. (Ed.). (2000). International priorities for developing autism services via the TEACCH model [Special issue]. International Journal of Mental Health, 29.

  • Schopler, E., Brehm, S. S., Kinsbourne, M., & Reichler, R. J. (1971). Effect of treatment structure on development in autistic children. Archives of General Psychiatry, 24, 415–421.

    PubMed  Google Scholar 

  • Schopler, E., Lansing, M. D., Reichler, R. J., & Marcus, L. M. (2005). Psychoeducational profile-third edition (PEP-3). Los Angeles: Western Psychological Services.

    Google Scholar 

  • Schopler, E., Mesibov, G., & Baker, A. (1982). Evaluation of treatment for autistic children and their parents. Journal of the American Academy of Child Psychiatry, 21, 262–267.

    Article  PubMed  Google Scholar 

  • Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Psychoeducational Profile–Revised (PEP-R). Austin, TX: Pro-Ed.

    Google Scholar 

  • Short, A. B. (1984). Short-term treatment outcome using parents as co-therapists for their own autistic children. Journal of Child Psychology and Psychiatry, 25, 443–458.

    Article  PubMed  Google Scholar 

  • Society of Clinical Psychology. (1995). Task force on promotion and dissemination of psychological procedures. The Clinical Psychologist, 48, 1–17.

    Google Scholar 

  • Sperry, L. A., & Mesibov, G. B. (2005). Perceptions of social challenges of adults with autism spectrum disorder. Autism: The International Journal of Research and Practice, 9(4), 362–376.

    Google Scholar 

  • Stromer, R., Kimball, J. W., Kinney, E. M., & Taylor, B. A. (2006). Activity schedules, computer technology, and teaching children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 21, 14–24.

    Article  Google Scholar 

  • Sugai, G., & White, W. J. (1986). Effects of using object self-stimulation as a reinforcer on the prevocational work rates of an autistic child. Journal of Autism and Developmental Disorders, 16, 459–471.

    Article  PubMed  Google Scholar 

  • Thiemann, K. S., & Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425–446.

    Article  PubMed  Google Scholar 

  • Tsatsanis, K. D. (2005). Neuropsychological characteristics in autism and related conditions. In F. R. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed.): Vol. 1: Diagnosis, development, neurobiology, and behavior (pp. 365–381). Hoboken, NJ: Wiley.

    Google Scholar 

  • Tubbs, V. K. (1966). Types of linguistic disability in psychotic children. Journal of Mental Deficiency Research, 10, 230–240.

    Google Scholar 

  • Van Bourgondien, M. E., & Mesibov, G. B. (1987). Humor in high-functioning autistic adults. Journal of Autism and Developmental Disorders, 17(3), 417–424.

    Article  PubMed  Google Scholar 

  • Van Bourgondien, M. E., Reichle, N. C., & Palmer, A. (1997). Sexual behavior in adults with autism. Journal of Autism and Developmental Disorders, 27(2), 113–125.

    Article  PubMed  Google Scholar 

  • Van Bourgondien, M. E., Reichle, N. C., & Schopler, E. (2003). Effects of a model treatment approach on adults with autism. Journal of Autism and Developmental Disorders, 33, 131–140.

    Article  PubMed  Google Scholar 

  • Wehman, P., Smith, M. D., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Welterlin, A. (2009). The Home TEACCHing Program: A study of the efficacy of a parent training early intervention model. Unpublished doctoral dissertation, Rutgers University.

  • Wetherby, A. M., Schuler, A. L., & Prizant, B. M. (1997). Enhancing language and communication development: Theoretical foundations. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 513–538). New York: Wiley.

    Google Scholar 

  • Wolery, M., Kirk, K., & Gast, D. L. (1985). Stereotypic behavior as reinforcer: Effects and side effects. Journal of Autism and Developmental Disabilities, 15, 149–161.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Victoria Shea.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mesibov, G.B., Shea, V. The TEACCH Program in the Era of Evidence-Based Practice. J Autism Dev Disord 40, 570–579 (2010). https://doi.org/10.1007/s10803-009-0901-6

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-009-0901-6

Keywords

Navigation