Advertisement

Family Implemented TEACCH for Toddlers

  • Kara Hume
  • Lauren Turner-Brown
Chapter
Part of the Autism and Child Psychopathology Series book series (ACPS)

Abstract

Family Implemented TEACCH for Toddlers (FITT) is a collaborative parent education and support model designed to help families better understand and engage their toddler with autism spectrum disorder (ASD). Based on and adapted from the TEACCH Autism Program, FITT uses structured teaching and naturalistic strategies to facilitate toddler’s receptive and expressive communication, social communication, and play skills, as well as parent groups and parent coaching to enhance parent well- being. The blended structured teaching and naturalistic strategies used in FITT support both the development of new routines designed to enhance attention, understanding, and engagement such as table- and floor-based play sessions and generalization of skills to routines that occur across the day and home environment. Across the 6-month manualized intervention, parents identify intervention priorities, conduct informal assessments to identify toddler strengths and emerging skills, and then jointly plan the implementation of FITT strategies to target identified skills across domains and routines, while the FITT interventionist serves as a consultant and coach supporting and guiding parents. Outcomes from a randomized controlled trial of the FITT intervention included improved functioning for the toddlers with ASD, as well as reduced parent stress and improved parent well-being, indicating that FITT is a promising approach for young children with ASD and their families.

Keywords

TEACCH Toddlers Structured teaching Naturalistic Routines Early intervention Family-implemented Parent coaching 

References

  1. Bailey, D. B., & Wolery, M. (1984). Assessing infants and preschoolers with handicaps. Columbus, OH: Charles E. Merrill.Google Scholar
  2. Bennett, K., Reichow, B., & Wolrey, M. (2011). Effects of structured teaching on the behavior of young children with disabilities. Focus on Autism and Other Developmental Disabilities, 26, 143–152.CrossRefGoogle Scholar
  3. Boyd, B. A. (2002). Examining the relationship between stress and lack of social support in mothers of children with autism. Focus on Autism and Other Developmental Disabilities, 17(4), 208–215.CrossRefGoogle Scholar
  4. Carnahan, C., Musti-Rao, S., & Bailey, J. (2009). Promoting active engagement in small group learning experiences for students with autism and significant learning needs. Education and Treatment of Children, 32, 37–61.CrossRefGoogle Scholar
  5. Dettmer, S., Simpson, R., Myles, B., & Ganz, J. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–170.CrossRefGoogle Scholar
  6. Dooley, P., Wilczenski, F. L., & Torem, C. (2001). Using an activity schedule to smooth school transitions. Journal of Positive Behavior Interventions, 3, 57–61.CrossRefGoogle Scholar
  7. Ginsburg, H. P., & Opper, S. (1988). Piaget’s theory of intellectual development (3rd ed.). Englewood Cliffs, NJ: Prentice Hill.Google Scholar
  8. Hanft, B. E., & Pilkington, K. O. (2000). Therapy in natural environments: The means or end goal for early intervention? Infants and Young Children, 12(4), 1–13.CrossRefGoogle Scholar
  9. Hume, K. (2013). Visual supports (VS) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.Google Scholar
  10. Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37, 1166–1180.CrossRefGoogle Scholar
  11. Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42, 2084–2099.CrossRefGoogle Scholar
  12. Hume, K., Turner-Brown, L., & Boyd, B. (2013, May). Early findings of a family focused intervention for toddlers with ASD & their caregivers. Combating Autism Act Initiative, Crystal City, VA.Google Scholar
  13. Hume, K., Turner-Brown, L., Boyd, B., & Arnold, C. (2014). Supporting rural families with toddlers with ASD: Understanding family and child characteristics in an effort to develop accessible and effective intervention. Atlanta, GA: International Meeting for Autism Research.Google Scholar
  14. Mandell, D. S., Morales, K. H., Xie, M., Lawer, L. J., Stahmer, A. C., & Marcus, S. C. (2010). Age of diagnosis among Medicaid-enrolled children with autism, 2001–2004. Psychiatric Services, 61(8), 822–829.CrossRefGoogle Scholar
  15. Mavropoulou, S., Papadopoulou, E., & Kakana, D. (2011). Effects of task organization on the independent play of students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 913–925.CrossRefGoogle Scholar
  16. Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press.Google Scholar
  17. National Standards Project by the National Autism Center’s (NSP) (2015). The National Standards Report. http://www.nationalautismcenter.org/national-standards-project/phase-2/
  18. Nordquist, V., & Twardosz, S. (1990). Preventing behavior problems in early childhood special education classrooms through environmental organization. Education & Treatment of Children, 13, 274–287.Google Scholar
  19. Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25–32.CrossRefGoogle Scholar
  20. Rogers, S., & Dawson, G. (2010). Early start Denver model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press.Google Scholar
  21. Rao, S., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38, 26–33.CrossRefGoogle Scholar
  22. Rush, D., & Sheldon, M. (2011). The early childhood coaching handbook. Baltimore, MD: Brookes Publishing.Google Scholar
  23. Sandall, S. R., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide for practical application in early intervention/early childhood special education. Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.Google Scholar
  24. Schopler, E., Mesibov, G., & Baker, A. (1982). Evaluation of treatment for autistic children and their parents. Journal of the American Academy of Child Psychiatry, 21(3), 262–267.CrossRefGoogle Scholar
  25. Schopler, E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1(1), 87–102.CrossRefGoogle Scholar
  26. Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G.,. .. Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism Spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. doi:https://doi.org/10.1007/s10803-015-2407-8CrossRefPubMedPubMedCentralGoogle Scholar
  27. Short, A. B. (1984). Short-term treatment outcome using parents as co-therapists for their own autistic children. Journal of Child Psychology and Psychiatry, 25(3), 443–458 Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/6746793CrossRefGoogle Scholar
  28. Siegel, B. (1999). Autistic learning disabilities and individualized treatment for autistic spectrum disorders. Infants and Young Children, 12, 27–36.Google Scholar
  29. Stahmer, A. C., Schreibman, L., & Cunningham, A. B. (2011). Toward a technology of treatment individualization for young children with autism spectrum disorders. Brain Research, 1380, 229–239.CrossRefGoogle Scholar
  30. Stahmer, A. C., & Pellecchia, M. (2015). Moving towards a more ecologically valid model of parent-implemented interventions in autism. Autism, 19(3), 259–261.Google Scholar
  31. Treffert, D. A. (1970). The epidemiology of infantile autism. American Journal of Psychiatry., 22, 431–438.Google Scholar
  32. Turner-Brown, L., Hume, K., Boyd, B., & Kainz, K. (2016). Preliminary efficacy ofFamily Implemented TEACCH for Toddlers: Effects on parents and their toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 1–14.Google Scholar
  33. Turner-Brown, L., Hume, K., Boyd, B., Kainz, K., Jennings, S., Zheng, S., & Arnold, C. (2015). Family Implemented TEACCH for Toddlers (FITT) mitigates parent stress and improves toddler social-communication skills: Results from a small, randomized controlled trial. Salt lake City, UT: International Meeting for Autism Research.Google Scholar
  34. Ulke-Kurkcuoglu, B., & Kircaali-Iftar, G. (2010). A comparison of the effects of providing activity and material choices to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 43, 717–721.CrossRefGoogle Scholar
  35. Welterlin, A., Turner-Brown, L. M., Harris, S., Mesibov, G., & Delmolino, L. (2012). The home TEACCHing program for toddlers with autism. Journal of Autism and Developmental Disorders, 42(9), 1827–1835. https://doi.org/10.1007/s10803-011-1419-2CrossRefPubMedGoogle Scholar
  36. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., … Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1–16.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Frank Porter Graham Child Development Institute, University of North CarolinaChapel HillUSA
  2. 2.TEACCH Autism ProgramUniversity of North CarolinaChapel HillUSA

Personalised recommendations