Benefits of the Treatment and Education of Austistic and Comunication Handicapped Children (TEACCH) programme as compared with a non-specific approach

S. Panerai, L. Ferrante, M. Zingale

Research output: Contribution to journalArticle

92 Citations (Scopus)

Abstract

Background Two educational treatments were compared, the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme and the integration programme for individuals with disabilities. Methods Two groups of eight subjects were matched by gender, chronological and mental age, and nosographic diagnosis (i.e. autism associated with severe intellectual disability, DSM-IV criteria and Childhood Autism Rating Scale scored. The TEACCH programme was applied to the experimental group, while the control group was integrated in regular schools with a support teacher. The Psycho-Educational Profile - Revised and the Vineland Adaptive Behaviour Scale were administered twice with a one-year interval between assessments. Results. The scores of the experimental group increased more than the control group scores. Statistically significant differences were obtained in both groups because of the differences in the two approaches.

Original languageEnglish
Pages (from-to)318-327
Number of pages10
JournalJournal of Intellectual Disability Research
Volume46
Issue number4
DOIs
Publication statusPublished - 2002

Fingerprint

children's program
handicapped child
Disabled Children
Autistic Disorder
Education
education
Control Groups
Group
Psychological Adaptation
autism
Intellectual Disability
Diagnostic and Statistical Manual of Mental Disorders
Therapeutics
disability
Communication
regular school
rating scale
childhood
communication
gender

Keywords

  • Autism
  • Educational treatments
  • TEACCH

ASJC Scopus subject areas

  • Genetics
  • Health Professions(all)
  • Rehabilitation
  • Genetics(clinical)
  • Education
  • Neurology
  • Clinical Neurology
  • Psychiatry and Mental health

Cite this

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AU - Zingale, M.

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AB - Background Two educational treatments were compared, the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) programme and the integration programme for individuals with disabilities. Methods Two groups of eight subjects were matched by gender, chronological and mental age, and nosographic diagnosis (i.e. autism associated with severe intellectual disability, DSM-IV criteria and Childhood Autism Rating Scale scored. The TEACCH programme was applied to the experimental group, while the control group was integrated in regular schools with a support teacher. The Psycho-Educational Profile - Revised and the Vineland Adaptive Behaviour Scale were administered twice with a one-year interval between assessments. Results. The scores of the experimental group increased more than the control group scores. Statistically significant differences were obtained in both groups because of the differences in the two approaches.

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