Use of Structured Teaching for Treatment of Children with Autism and Severe and Profound Mental Retardation

Simonetta Panerai, Letizia Ferrante, Valeria Caputo, Carmela Impellizzeri

Research output: Contribution to journalArticlepeer-review

Abstract

Multidimensional assessment procedure was used to evaluate effects of the TEACCH (Treatment and Education of Autistic and Communication Handicapped Children) program principles and strategies (i.g. individualization, structured learning, environmental adaptation) after 12 and 18 months of structured intervention. The sample was composed of 18 children and adolescents with autism, with a mean chronological age of 13 years and a mean mental age of 16 months (severe and profound mental retardation). The instruments used were: Childhood Autism Rating Scale, Vineland Adaptation Behavioral Scale, PsychoEducational Profile -Revised, Echelle d'Evaluation Fonctionnelle des Comportements of Lelord. Structured observations of maladaptive behaviors and spontaneous communication were made. Results showed an increase in working skills and functional communication abilities. In addition, the structured teaching seemed to reduce disadaptive behaviors allowing an easier management of behavioral problems.

Original languageEnglish
Pages (from-to)367-374
Number of pages8
JournalEducation and Training in Mental Retardation and Developmental Disabilities
Volume33
Issue number4
Publication statusPublished - Dec 1998

ASJC Scopus subject areas

  • Clinical Biochemistry
  • Developmental and Educational Psychology

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