Teacch programme for Autism spectrum Disorder

Treatment and Education of Autistic and related Communication handicapped CHildren

TEACCH PROGRAMMEBy

Dr Heba Essawy

What is TEACCH? Division TEACCH started in 1966 as part of

the Department of Psychiatry of the School of Medicine at the University of North Carolina in the USA.

In 1972 the North Carolina General Assembly passed legislation which enabled Division TEACCH to become the first comprehensive state-wide community-based programme of services for autism and other similar developmental disorders.

Aim of TEACCH programme Prepare people with autism to live

or work more effectively at home, at school and in the community.

Special emphasis is placed on helping people with autism and their families live together more effectively by reducing or removing 'autistic behaviours'.

What is TEACCH?

Diagnosis or Assessment. (PEP) Individualized Education programmes.

(IEP) Special education. Social skills training. Vocational training. School consultations. Parent training and counseling .

The TEACCH concept Improved adaptation: through the

two strategies of improving skills by means of education and of modifying the environment to accommodate deficits.

Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be continued at home.

TEACCH concept

Structured Teaching: Children with autism benefit more from a structured educational environment than from free approaches.

TEACCH concept Structured class room:1. Art.2. Language.3. Vocation.4. Concepts5. Listening.6. Play Area.

TEACCH concept Structured Materials. - Puzzles.- - Pins. Scheduled board.( Exchange diary). Next Work Activity. (Pictures or blocks). Sound of Bell. Communication Functions.( Visual Cues).

TEACCH concept Skill enhancement: assessment

identifies emerging skills and work then focuses upon

Cognitive and Behaviour Therapy

Educational procedures ,suggesting that difficult behaviour may result from underlying problems in perception and understanding.

TEACCH concept

Generalist Training: professionals in the TEACCH system are trained as generalists who understand the whole child, and do not specialize as psychologists, speech therapists.

TEACCH concept METHODS OF COMMUNACATION:1. Words.2. Gestures.3. Pictures.4. Objects.5. Cards.

Psychoeducational profile1. PEP tests : Identifie developmental level Clinical measure of ability in

developmental disability. Many nonverbal items . Flexible and untimed items. Normative data from 2 to 7 years

Psychoeducational profile TASK Assessment: - Pass or Appropriate( 2) -Emerge or Mild (1) - Fail or Severe( 0) Caregiver report for identifie

developmental level , degree of problem. Collaboration between parents &

teachers.

PEP- 3Examiner scoring - Section 1. Identifying Information.

- Section 2. Record Of Subtest Scores * Performance Subtests (10

items).

* Care Giver Subtests (3 items ).

Performance Subtests Developmental Ability: 1- Cognitive Verbal /preverbal. 2- Expressive Language . 3- Receptive Language. 4- Fine Motor . 5- Gross motor. 6- Visual- Motor Imitation.

Performance Subtests Maladaptive Behavior: 7- Affective Expression. 8- Social Reciprocity. 9- Characteristic Motor Behavior. 10- Characteristic Verbal

Behavior.

Raw score

Develop age

%ile Rank

Develop/adapt

CVPEL Apdx C Apdx a Adequa

tRL mildFM modera

tGM severeVMIAESRCMBCVB

Caregiver Report Subtest Problem Behavior .

Personal self- care .

Adaptive Behavior .

Section 3. Record Of Composite Scores. Communication (speak, listen, read , write) - CVP. - EL. - RL. Motor ( eye - hand coordination , gross motor ) - FM. - GM. -VMI.

Maladaptive Behavior (social interaction, stereotyped

- AE. - SR. - CMB. - CVB.

Psychoeducational profile- 3rd edition

Section 4 . Performance Subtest Scoring (172 items).Section 5. Caregiver Report subtest Scoringالسلوكية . .المشاكل

الذاتية .الرعايةالتكيفى .السلوك

Psychoeducational profile- 3rd edition Section 6. Profile of Developmental

Ages ( develop. Curve).

Section 7. Interpretation and recommendations.

Section 8. Scoring for items 85, 86, 3 to 95.

Record of SUBTEST scores PERFORMANCE Subtest TEST :

1-Cognitive Verbal- Preverbal subtests (CVP) (34 items )

- Verbal naming. - SEQUENCING. - Visual motor integration. - Problem solving.

PERFORMANCE TEST 2- Expressive language:(25 items)Ability to express himself by speaking,

gestuting - Requesting food. - Naming.

3- Receptive language(19)Ability to understasnd spoken language - Identify letters , mean action verbs. - Pointing body parts. colors.

PERFORMANCE TEST

4-4- Fine motor (20 item):(3-4ys)Fine motor (20 item):(3-4ys) - Coordination of different body

parts. - Blowing bubbles. - Scissor grasp. - Coloring within lines.

PERFORMANCE TEST 5-Gross Motor (15) - To control different parts of the body. - Walking - Going upstairs using alternating feet. - Drinking from a cup without spilling.

6- VISUAL- MOTOR IMITATION (10) - Correct usage of objects. - Imitate motor tasks.

PERFORMANCE TEST

7-Affective Expression (11 item) - facial expression to display

feeling . - fear during session. -Enjoy playing with examiner. 8-SOCIAL RECIPROCITY - - cooperation with examiner - Making eye contact.

PERFORMANCE TEST

9 - CHARACTERISTICS OF MOTOR BEHAVIOR(15)

- Tactile , sensory behavior

10- Characteristics of verbal behavior (11).

- Ability to speak with minimal repetition.

Section 4 . Performance Subtest Scoring Item; - Bubbles: 1- Unscrews lid on bubble jar → FM.(0,1,2) 2- After demonstration , blows some bubbles

successfully ----→ FM. (0,1,2).

3- Clearly tracks movements of bubbles with eye

→ FM.(0,1,2).

4- Watches movement of bubbles crossing midline→ FM.(0,1, 2).

Section 5.Caregiver Report Subtest Scoring Problem Behaviors - Not A Problem= 2 - Mild/Moderate =1 - Severe Problem=0 Personal self-Care *Adaptive Behavior - First line=2. - Second Line=1 - Third Line=0Total Raw Score:------ --------- ---------

Section 6. Profile of Developmental Ages CVP EL RL AGE IN MONTH FM GM CURVE VMI PSC

Section 7. Interpretation and Recommendation Recording other information, further

assessment and intervention.

Section 8. Scoring for special item - points to picture (0-1). - What it this ? (0-1).

Case formulation1. Pattern of strengths and weaknesses.2. Analysis of individual item passing

and emerging.3. Review of pattern of maladaptive

behavior.4. Review caregiver information.5. Recommendation for educational

programming

THANK YOU

Psychoeducational profile- 3rd edition Section3. Record of composite Scores - communication: CVP- EL - RL - Motor: FM- GM- VMI - Maladaptive Behaviors: AE- SR- CMB- CVB