Structured teaching, including TEACCH, has been used for numerous years in the United States and internationally. While research has been conducted on the efficacy of this intervention strategy, most of the success of the program is largely due to the preparation of those implementing it. As with other interventions, TEACCH and other structured teaching methods have benefits and limitations with which you should be familiar.
In this Discussion, you will analyze TEACCH and other structured approaches to teaching and share them with your Instructor and colleagues.
- Review the Learning Resources and consider the benefits and limitations of structured approach interventions, i.e., TEACCH.
- Search the internet and/or the Walden library for an additional article related to structured approach interventions, i.e., TEACCH for ASD.
- Review the interactive media in the Learning Resources, “TEACCH Program.”
Post an explanation of the benefits and limitations of structured approaches (i.e., TEACCH), and further describe behaviors for which structured approach interventions are most appropriate. Support your explanation with the resources and an article you found in your search.
Requirements: One Page
TEACCH develops daily routines that enhance a child’s development within and outside the classroom. It impacts the relationships between home and school by improving school, family, and social adaptations about children’s education and well-being. Parents’ involvement in their children’s learning will benefit both parents and children (Sandbank, Bottema-Beutel, Crowley, Cassidy, Dunham Feldman, and Woynaroski, 2020). The major limitation is the increased workload at the beginning of the program. It requires resources and materials for the approach to be effective. TEACCH places less attention on social and communication skills in children with autism, which is important. Finally, because classrooms are planned, they do not account for when pupils are confronted with an unstructured environment, such as everyday life.