The Use of Treatment and Education of Autistic and Related Communication Handicapped Children in Schools to Improve the Ability of Children With Autism to Complete Tasks Independently: A Single-Case Meta-Analysis
Child: Care, Health and Development
Zhou, K., Liu, X., et al. (2024).
Child: Care, Health and Development, 50(2), e13234.
This systematic review with meta-analysis investigates the effects of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention on independent task performance in children on the autism spectrum.
National Natural Science Foundation of China
From database inception to December 25, 2022
Studies using single-subject experimental design approaches
14
TEACCH showed a strong overall mean effect (Tau U = 0.85) on acquisition and performance of independent task completion in children on the autism spectrum. TEACCH also promoted greater engagement and task completion compared to independence. Specific findings revealed: <br />
<ul>
<li><span style="color: #333333;">a moderate effect on independence (Tau U = 0.75); </span></li>
<li><span style="color: #333333;">a strong effect on engagement (Tau U = 0.90); and </span></li>
<li><span style="color: #333333;">a strong effect on task completion (Tau U = 0.93). </span></li>
</ul>
Further analysis of TEACCH components found that the use of schedules and personal work systems showed strong intervention effects (Tau U = 0.91 and Tau U = 0.91, respectively). When paired with one or more TEACCH components, a personal work system resulted in significantly greater effects than working systems alone (<em>p</em> = 0.025). Using schedules alone showed no significant differences compared to using schedules in combination with other TEACCH components.<br /><br />Limitations of this review include limited analysis of independent variables, lack of maintenance and replication data, small sample sizes, limited study designs, and the possible presence of publication bias. Additional research on TEACCH interventions is needed.
Subgroup analysis of TEACCH service delivery factors found no significant differences between setting or provider groups for children on the autism spectrum. Specific findings include:<br />
<ul>
<li><span style="color: #333333;">Students demonstrated moderate effects (Tau U = 0.81) in classroom settings and strong effects (Tau U = 0.89) in open activity settings.</span></li>
<li><span style="color: #333333;">Interventions implemented by teachers produced a moderate effect (Tau U = 0.81), while those implemented by researchers showed a strong effect (Tau U = 0.88).</span></li>
</ul>
<span style="color: #333333;">Limitations of this review include limited analysis of independent variables, lack of maintenance and replication data, small sample sizes, limited study designs, and the possible presence of publication bias. Additional research on TEACCH interventions is needed.</span>
Subgroup analysis of the effect of participant characteristics on TEACCH outcomes found no significant differences between groups of children on the autism spectrum. Specific findings include:<br />
<ul>
<li>Children under age 6 and those 6 or older showed moderate effects (Tau U = 0.83 and Tau U = 0.82, respectively).</li>
<li>Biologically male participants showed a moderate effect (Tau U = 0.79), and biologically female participants showed a strong effect (Tau U = 0.93).</li>
<li>Both mild-to-moderate diagnostic category and severe diagnostic category groups showed strong effects (Tau U = 0.91 and Tau U = 0.93, respectively).</li>
<li>Children with comorbid ADHD showed strong effects (Tau U = 0.85).</li>
<li>Children with intellectual disabilities showed moderate effects (Tau U = 0.71).</li>
</ul>
Limitations of this review include limited analysis of independent variables, lack of maintenance and replication data, small sample sizes, limited study designs, and the possible presence of publication bias. Additional research on TEACCH interventions is needed.
