A Synthesis of Literature Examining the Structured Teaching Components of the TEACCH Model Employing the Use of a Visual Conceptual Model
Journal of Special Education Apprenticeship
Kliemann, K. (2014).
Journal of Special Education Apprenticeship, 3(2), 1-17.
This review investigates the four components (i.e., physical structure, daily visual schedules, work systems, task organization) of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) model in individuals across the lifespan with disabilities.
Not stated
Not specified a priori
Peer-reviewed, experimental studies
19
The majority of studies (17 out of 19) included participants on the autism spectrum. Findings indicated that, overall, all four components of Structured Teaching under the TEACCH model did not meet criteria as evidence-based practices according to the National Autism Center (NAC; 2009) report and Reichow, Volkmar, and Cicchetti (2007). The following conclusions were reported for each component:
<ol>
<li><strong>Physical structure:</strong> More research was needed to determine whether can be deemed an evidence-based practice.</li>
<li><strong>Daily visual schedule:</strong> According to the NAC report (2009), this component can be labeled as an evidence-based practice. </li>
<li><strong>Work systems:</strong> There was a lack of research for works systems to be considered an effective or promising practice.</li>
<li><strong>Task organization:</strong> Based on the criteria of Reichow et al. (2007), task organization could be a promising practice.</li>
</ol>
