TEACCH Workshop 22/10/09Miriam Nadarajah, Inclusion Advisory Teachermiriam.nadarajah@camden.gov.uk

What is TEACCH?TEACCH is an evidence-based service, training, and research programme for individuals of all ages and skill levels with autism spectrum disorders. Established in the early 1970s by Eric Schopler and colleagues, the TEACCH program has worked with thousands of individuals with autism spectrum disorders and their families. Autism is presented as a culture: in what ways do we adapt to interact with people from other cultures?

Division TEACCH: Treatment and Education of Autistic and related Communication-handicapped ChildrenAims: The primary aim of the TEACCH programme is to prepare Autistic people to live or work more effectively at home, at school and in the community.Improved adaptation: through the two strategies of improving skills by means of education and of modifying the environment to accommodate deficits. Parent collaboration: parents work with professionals as co-therapists for their children so that techniques can be continued at home. Structured teaching: it has been found that children with autism benefit more from a structured educational environment than from free approaches.

Learning StyleSome characteristics:Stronger visual learners - may think in pictures rather than wordsDifficulties with sequencingNarrow beam may focus on detail or area of interestDifficulties with multiple perspectives joint attentionTheory of mind cannot mind readMore time is needed for processingTime and organisational problems need predictability with clear beginnings and endsProblems with engaging attention and then disengagingDifficulties with sensory over of under stimulation may need breaks from stimulation to prevent outbursts

How would a person with autism describe their learning style?Show me, dont tell me.

Walk straight on up to the end of this road, turn left and then take the second left and its just there on the right.

Give me time to process.

What is two plus two?Put two in your head, and count on twoUse your number lineAre you listening? Come on, what is two add two?

I am not a multi-tasker but rather single channelled.Have you eaten your sandwich?Finish your milkDont spill any when you get upLine up when youve finished

Lots of noise, light, heat, smells, texture or other stimulation can greatly disrupt me.

Details are my strength, concepts and meanings give me more problems.They are wearing scarves.

What time of year is it? Why are they wearing scarves?

If you do not organise and structure things for me, I will do it myself and you will find it hard to change what I have done.

I have a good memory, but not a good sense of sequence.

Knowing what to expect is important to me. I hate uncertainty and ambiguity.

If you dont tell me what to expect, I will make my own assumptions based on what occurred last time.

Playtime?FruitSwingHoopFinished

If you can help me make sense of what you are requesting or what I am doing, my performance goes way up.

The basic TEACCH principle is Structured Teaching:

Physical organizationSchedulingFlexible groupingCurriculum adapted to IEP goalsRelaxation opportunities

Physical Organisation:Develop areas based on the curriculumClear visual and physical boundariesMaterial and contextual cuesMinimize distractions and stimulation: placement/barriersTeaching and independent work areasEstablish a routine: associate activities with specific areas or places

Examples in Camden:

Schedule:Visual cues to indicate what will occur and in what sequenceObjects, photos, symbols, words

What work? How much work? Concept of finished? What happens next?

Examples in Camden:

The Where and the What:Schedule on wall shows where to go:Work system tells what to do:

Activities with a clear finish:

I know what to do and I can see when Im finished.notI can keep going for as long as I like

www.tasksgalore.com

www.shoeboxtasks.com

Focus on independence not next skill levelTeach the activity 1:1Pupil can do at independent work areaPupil can do at group tableReady for next skill level

Preparing for a schedule change:Introduce a symbol which means a change in the scheduleIntroduce in a positive way by substituting desired activity for undesired activityEven the unpredictable can be made predictable!

Relaxation and leisure time:As adults, we have a lot of leisure time: they need to be good at it!Balance curriculum with time for relaxation/down time in specified areaEncourage to choose activities for enjoyment

5 a DayActivities for any age, any level which will stimulate the development of key skills!Joint AttentionHigh interest activities (bubbles, lights)Lots of noise/excitement Teach them to show rather than give: Show me thePulling something out of a bag with huge gaspSharing photosReading

Imitation Introduce as focus early onGames in morning groupMotor (hand actions) easier than social (facial expressions)May imitate peers more than adultsInitiated Communication Request using whatever communication systemMay be more likely to request from adult than peersTeach Basic Facial ExpressionsEnhances Theory of Mind www.transporters.com www.autismresearchcentre.com www.do2learn.comTeach CategoriesHave categorical minds but need rulesNeed to see many examples before can generaliseSorting activitiesStart with colours then using same materials sort by different categories

www.transporters.com

www.do2learn.com