TEACCH methodology, what does it consist of?

The acronym TEACCH means, in its English translation, ‘Treatment and Education of Children with Autism and Associated Communication Problems‘. The TEACCH methodology allows people with autism or communication disorders to be taught a structured system that enables, in addition to communication, the improvement of cognitive and behavioral skills.

This methodology was created by Dr. Eric Shopler, together with Gary Mesivob, and developed by the University of North Carolina, in the 70s, in order to use it in people with autism spectrum disorder (ASD). Its main objective was the prevention of unnecessary institutionalization, that there were at that time, of these people in care centers and that they could live effectively in society, home and school.

Structured teaching, a fundamental pillar of the TEACCH methodology

The main objective of the TEACCH methodology is maximize the adaptation of materials and structure the environment to improve functional skills and abilities of the students who use it. To do this, it is necessary to adapt three elements: time, space and the work system. In this way, the following is intended:

Time: organize short tasks.Space: organize the classroom, structure the space by zones or corners.The work system: adapt the material, organize it by levels and work areas.

The basic principle of adaptation is structured teaching with visual stimulation in the environment. For this adaptation to be accessible and easy for the person with ASD or other communication disorders, there must be a level of structuring. These levels of structuring, in addition to constituting a hierarchy, must answer the following questions:

Physical structuring of the environment-zones: What is done here?Visual support-individual schedule: When is made?Structured work system: What should I do?Work routines and strategies: What do I do and how?Visual structure: How is it done?

Guidelines for developing the TEACCH methodology

The nature of the objectives must be functional: Any objective that is intended to be raised must be adapted to the chronological, realistic and functional age, avoiding abstract approaches that cannot be assumed or limited to the ordinary academic curriculum.Carry out the teaching-learning process in a motivating way, based on the tastes and interests of the person with ASD, alternating the activities with the most expensive ones.Use sorting and matching as a fundamental point in our work system.Avoid the learning by trial/error.Behavior shaping: consists of reinforcing, in successive approaches, behaviors that the subject emits and that resemble the target behavior.Routine occupation that can be modified later.Positive (verbal and physical) and negative reinforcementswhenever necessary.Use of language concise verbalwith short and clear sentences.Preferential use of the visual modality to receive information in a clear and concise way. Use of pictographic and analog materials, taking advantage of their skills and appearance.Using gestures to communicate, whenever necessary.Promote teaching in natural environments.Offer the person with ASD only and exclusively the minimum help necessary to thus reinforcing autonomy. For this, it is necessary to give each person the necessary time for the information received and the response learned (structured waiting).

The use of agendas and schedules, essential instruments of the TEACCH methodology

The TEACCH program incorporates individualized daily agendas as a way to address the needs of people with ASD. In the agendas, we work by associating each day with an activity to facilitate understanding and the space-time situation.. Due to their clarity and predictability, they are a useful instrument to promote communication. The use of agendas has several benefits:

They promote order, predictability and organization in the lives of people with ASD. They provide comfortable, predictable and consistent routines when moving from one activity to another. They offer a structured, informed and pleasant routine that helps the changes They are as bearable as possible, thus reducing the anxiety caused by situations of change. They provide the opportunity to move through different spaces, independently of the instructions and guidelines of a third person, thus increasing autonomy and reducing dependence on others.

More specifically, so-called step agendas can be developed to identify a task to be performed.. The agendas are part of a work system that will be developed individually.

To do this, it is necessary to take into account the particularities of each person with ASD when optimizing the work system. Individualization of the methodology is an important aspectsince, although people with ASD share characteristics, each case is different.

In addition, visual schedules are used, which use images to show people with ASD what they need to do to complete an activity or routine. The concept of “finished” is a principle integrated into this methodology that allows us to know when a task is completed and its progress. This principle is relevant since it allows us to reduce the feeling of anxiety associated with the calendar or planning of a task. Likewise, routines allow us to understand and predict the order of events, and they must be flexible for each person.

Definitely, The TEACCH methodology assumes the assumption of general guidelines and guidelines that, in turn, can be adapted to each particular case.. The use of this methodology has a series of benefits both for the person with ASD and for the professional or family members, allowing savings in efforts and actions aimed at the communication of people with ASD or other communication disorders.

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