Abstract
The concept of structure has been fundamental to the TEACCH program’s approach to working with individuals with ASD since its beginning. Eric Schopler and his colleagues, recognizing that the clinical approach of unstructured therapy based on psychoanalytic theory was unsuccessful, chose to pursue the opposite course. That is, the focus of their intervention efforts was developing highly structured settings for learning. The use of structure has continued to evolve in the four decades since the Schopler program was initially funded, and the TEACCH method of working with individuals with autism spectrum disorders (ASD) has come to be called Structured Teaching (Schopler, Mesibov, & Hearsey, 1995).
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Mesibov, G.B. et al. (2004). Structured Teaching. In: The Teacch Approach to Autism Spectrum Disorders. Springer, Boston, MA. https://doi.org/10.1007/978-0-306-48647-0_4
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DOI: https://doi.org/10.1007/978-0-306-48647-0_4
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