Skip to main content
Bohn Stafleu van Loghum
ZOEKEN
MENU 1 2 3 4
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 5/2010

01-05-2010 | Original Paper

The TEACCH Program in the Era of Evidence-Based Practice

Auteurs: Gary B. Mesibov, Victoria Shea

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2010

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

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.
vorige artikel What Automated Vocal Analysis Reveals About the Vocal Production and Language Learning Environment of Young Children with Autism
volgende artikel Autism and ADHD Symptoms in Patients with OCD: Are They Associated with Specific OC Symptom Dimensions or OC Symptom Severity?
Literatuur
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.
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. CrossRef
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. CrossRef
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. CrossRef
Bodfish, J. W. (2004). Treating the core features of autism: Are we there yet? Mental Retardation and Developmental Disabilities Research Reviews, 10, 318–326. CrossRefPubMed
Bohart, A. C., O’Hara, M., & Leitner, L. M. (1998). Empirically violated treatments: Disenfranchisement of humanistic and other psychotherapies. Psychotherapy Research, 8, 141–157. CrossRef
Boucher, J., & Lewis, V. (1989). Memory impairments and communication in relatively able autistic children. Journal of Child Psychology and Psychiatry, 30, 99–122. CrossRefPubMed
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. CrossRefPubMed
Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational interventions. Rehabilitation Psychology, 38, 3–10. CrossRef
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. CrossRefPubMed
Caron, M. J., Mottron, L., Rainville, C., & Chouinard, S. (2004). Do high functioning persons with autism present superior spatial abilities? Neuropsychologia, 42, 467–481. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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.
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRef
Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61. CrossRef
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. CrossRef
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. CrossRef
Hermelin, B., & O’Connor, N. (1970). Psychological experiments with autistic children. New York: Pergamon.
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. CrossRefPubMed
Hung, D. W. (1978). Using self-stimulation as reinforcement for autistic children. Journal of Autism and Childhood Schizophrenia, 8, 355–366. CrossRefPubMed
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. CrossRef
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. CrossRefPubMed
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. CrossRefPubMed
Keel, J. H., Mesibov, G. B., & Woods, A. V. (1997). TEACCH Supported Employment Program. Journal of Autism and Developmental Disorders, 27, 3–10. CrossRefPubMed
Koegel, R. L., & Koegel, L. K. (1995). Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities. Baltimore: Paul H. Brookes.
Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments: Communication, social, and academic development. Baltimore: Paul H. Brookes.
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
Lampropoulos, G. K. (2000). A reexamination of the empirically supported treatments critiques. Psychotherapy Research, 10, 474–487. CrossRef
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. CrossRefPubMed
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. CrossRefPubMed
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.
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.
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. CrossRef
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. CrossRefPubMed
Mesibov, G. B., Thomas, J. B., Chapman, S. M., & Schopler, E. (2007). TTAP: TEACCH transition assessment profile (2nd ed.). Austin, TX: Pro-ed.
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
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. CrossRef
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
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. CrossRef
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. CrossRefPubMed
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. CrossRefPubMed
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.
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179. CrossRefPubMed
Rogers, S. J. (1999). Intervention for young children with autism: From research to practice. Infants and Young Children, 12, 1–16. CrossRef
Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8–38. CrossRef
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. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
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
Schopler, E., Lansing, M. D., Reichler, R. J., & Marcus, L. M. (2005). Psychoeducational profile-third edition (PEP-3). Los Angeles: Western Psychological Services.
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. CrossRefPubMed
Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Psychoeducational Profile–Revised (PEP-R). Austin, TX: Pro-Ed.
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. CrossRefPubMed
Society of Clinical Psychology. (1995). Task force on promotion and dissemination of psychological procedures. The Clinical Psychologist, 48, 1–17.
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.
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. CrossRef
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. CrossRefPubMed
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. CrossRefPubMed
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.
Tubbs, V. K. (1966). Types of linguistic disability in psychotic children. Journal of Mental Deficiency Research, 10, 230–240.
Van Bourgondien, M. E., & Mesibov, G. B. (1987). Humor in high-functioning autistic adults. Journal of Autism and Developmental Disorders, 17(3), 417–424. CrossRefPubMed
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. CrossRefPubMed
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. CrossRefPubMed
Wehman, P., Smith, M. D., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore: Paul H. Brookes.
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.
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. CrossRef
Metagegevens
Titel
The TEACCH Program in the Era of Evidence-Based Practice
Auteurs
Gary B. Mesibov
Victoria Shea
Publicatiedatum
01-05-2010
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0901-6

Andere artikelen Uitgave 5/2010

Journal of Autism and Developmental Disorders 5/2010 Naar de uitgave

Original Paper

What Automated Vocal Analysis Reveals About the Vocal Production and Language Learning Environment of Young Children with Autism

Original Paper

Autism and ADHD Symptoms in Patients with OCD: Are They Associated with Specific OC Symptom Dimensions or OC Symptom Severity?

Brief Report

Brief Report: Impaired Temporal Reproduction Performance in Adults with Autism Spectrum Disorder

Brief Report

Brief Report: Under-Representation of African Americans in Autism Genetic Research: A Rationale for Inclusion of Subjects Representing Diverse Family Structures

Original Paper

Using Matched Groups to Explore Child Behavior Problems and Maternal Well-Being in Children with Down Syndrome and Autism

Original Paper

A Large Scale Study of the Psychometric Characteristics of the IBR Modified Overt Aggression Scale: Findings and Evidence for Increased Self-Destructive Behaviors in Adult Females with Autism Spectrum Disorder

Version: 0.2067.0