T.E.A.C.C.H.

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The importance of “T.E.A.C.C.H.” and its meaning

Treatment and Education of Autistic and Related Communications Handicapped Children (T.E.A.C.C.H.) is an evidence-based program that promotes learning, development, and building independence. It addresses skills of communication, social interaction, emotional coping, and daily living. T.E.A.C.C.H. was developed by Dr. Eric Schopler and Dr. Robert Reichler in the 1960s at the University of North Carolina and it has become a model for other programs around the world.

 

Structured T.E.A.C.C.H.ing provides strategies and tools for teachers to use in the classroom. These help students with autism achieve educational and therapeutic goals.  The Structured T.E.A.C.C.H.ing approach focuses on:

    • Strengths in visual information processing.
    • Difficulties with social communication, attention, and executive function.
    • External organizational support to address challenges with attention and executive function.
    • Visual and/or written information to supplement verbal communication.
    • Structured support for social communication.
    • This method supports meaningful engagement in activities. It also works to increase students’ flexibility, independence, and self-efficacy.

Visual structure adds a physical or visual component to tasks to assist students in understanding how an activity should be completed. Because students with ASD are less likely to be successful with only oral directions, visual structure adds a tangible component to an activity to increase meaning and understanding.

The visual structure has three components:

  • Visual Instructions: Tells the student where to begin and the sequence of steps to complete an activity.
  • Visual Organization: How the space and materials are limited or arranged.
  • Visual Clarity: Emphasizes or draws attention to important or relevant information.

These include providing predictable and meaningful routines through the use of structure, adding visual/structural supports to classroom instruction and activities to increase engagement and independence, and organizing classroom spaces and teaching materials to reduce anxiety and increase appropriate behavior.

 

Visit the link below to view and download the presentation on T.E.A.C.C.H.

1. Structured “T.E.A.C.C.H.ING”