DNE: Lecture 21

• TEACCH

  Treatment and Education of Autistic & Related Communication Handicapped Children
• The framework of TEACCH includes:

  Physical organization

  ✧ The physical boundaries for specific activities are clearly defined

  
  

  Individualized schedules

  ✧ A child’s daily schedule is clearly designed and displayed to the

  child through picture symbols, photographs, written words etc.

  
  

  Work (Activity) system

  ✧ Work tasks are physically displayed in baskets, and the child

  refers to the task schedule to complete the given tasks.

  
  

  Visual structure of materials in tasks and activities

  ✧ Using visually-based cues to assist the child in understanding what

  is expected of him/her
• Design a structured classroom layout

  1. Different districts (e.g. IEP teaching area, individual learning area, leisure zone, dinning zone, clam down zone)

  2. How to distinguish different areas (e.g. mat, color wire tape etc.)

  3. Materials needed for different areas

  4. Space ratio

  
• Examples of individualized schedules (daily schedule)

  
  

  • The sequence of cards should be generally placed from top to bottom, or from left to right, and placed by line by line.
  • the task flow should be presented with real objects/ pictures
• Work (activity) systems - Procedures

  1. Place baskets systematically

  2. Pick up the task basket according to the task schedule

  3. Work on the task independently

  4. Put the task basket back after finishing the task
• different work tasks that are suitable

  for preschoolers and explain the reasons

  • Beads stringing (eye-hand coordination, gross/fine motor, color, number)
  • Puzzle/Jigsaw (eye-hand coordination, gross/fine motor, shape, spatial)
  • Tying shoelaces ( eye-hand coordination, gross/fine motor, self-care)
  • Object sorting (gross/fine motor, shape, color, size, categorization)
• How to support the student

  • Take a step back

  • Use visual – not auditory – to give

  information

  • Get the child to be back into structure

  • Reduce social pressure (stay calm)

  • Do not attempt to teach during challenging behavior problems

  • teach strategies when the child is calm