Skip to main content
Book cover

Encyclopedia of Clinical Neuropsychology pp 2472–2477Cite as

TEACCH

  • Reference work entry

Definition

The acronym TEACCH stands for Treatment and Education of Autistic and related Communication-handicapped CHildren (although TEACCH also serves adults). TEACCH is both a statewide treatment and service program based at the University of North Carolina at Chapel Hill (USA) and a nationally and internationally known model of conceptualizing autism spectrum disorders (ASD) and delivering appropriate services and supports. (“Autism spectrum disorder” encompasses Autistic Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder – NOS.)

Historical Background

The TEACCH program began at the University of North Carolina at Chapel Hill in 1972 as a continuation and expansion of a federally funded research grant to the late Eric Schopler, Ph.D., for clinical work with children with autism and their families. When the federal grant ended, Dr. Schopler and many of the parents (and youngsters) receiving services successfully lobbied the North Carolina General Assembly to...

This is a preview of subscription content, access via your institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-0-387-79948-3_1611
  • Chapter length: 6 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   1,350.00
Price excludes VAT (USA)
  • ISBN: 978-0-387-79948-3
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book
USD   1,499.99
Price excludes VAT (USA)
Learn about institutional subscriptions

References and Readings

  • Bandura, A. (1994). Self-efficacy. Available from http://www.des.emory.edu/mfp/BanEncy.html

  • Courchesne, E., Townsend, J., Akshoomoff, N. A., Saitoh, O., Yeung-Courchesne, R., Lincoln, A. J., et al. (1994). Impairment in shifting attention in autistic and cerebellar patients. Behavioral Neuroscience, 108, 848–865.

    PubMed  Google Scholar 

  • Dawson, G. (1996). Brief report: Neuropsychology of autism: A report on the state of the science. Journal of Autism and Developmental Disorders, 26, 179–184.

    PubMed  Google Scholar 

  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 105, e17–e23.

    Google Scholar 

  • Frith, U. (2003). Autism: Explaining the enigma (2nd ed.). Oxford, England: Blackwell.

    Google Scholar 

  • Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the Floortime approach to help children relate, communicate, and think. New York: Da Capo.

    Google Scholar 

  • Hart, B., & Risley, T. R. (1968). Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavior Analysis, 1, 109–120.

    PubMed Central  PubMed  Google Scholar 

  • Howlin, P., Goode, S., Hutton, J., & Rutter, M. (2004). Adult outcome for children with autism. Journal of Child Psychology and Psychiatry, 45, 212–229.

    PubMed  Google Scholar 

  • 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.

    PubMed  Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments: Communication, social, and academic development. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Lampropoulos, G. K. (2000). A reexamination of the empirically supported treatments critiques. Psychotherapy Research, 10, 474–487.

    PubMed  Google Scholar 

  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9.

    PubMed  Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (2001). The Walden Early Childhood Program. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (pp. 157–190). Austin, TX: Pro Ed.

    Google Scholar 

  • Mesibov, G. B., & Shea, V. (in press). Evidence-based practices and autism. Autism.

    Google Scholar 

  • Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40(5), 570–579. doi: 10.1007/s10803-009-0901-6

    Google Scholar 

  • National Autism Center (2009). National Standards Report. http://www.nationalautismcenter.org/about/national.php

  • Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32.

    PubMed  Google Scholar 

  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Available from http://emory.edu/EDUCATION/mfp/eff.html

  • Rogers, S. J., & Vismara, L. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8–38.

    PubMed Central  PubMed  Google Scholar 

  • Schopler, E., Reichler, R. J., Bashford, A., Lansing, M. D., & Marcus, L. M. (1990). Psychoeducational profile – Revised (PEP-R). Austin, TX: Pro-Ed.

    Google Scholar 

  • Shattuck, P. T., Seltzer, M. M., Greenberg, J. S., Orsmond, G. I., Bolt, D., Kring, S., et al. (2007). Change in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 37, 1735–1747.

    PubMed Central  PubMed  Google Scholar 

  • Simpson, R. L. (2005). Evidence-based practices and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20, 140–149.

    Google Scholar 

  • Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116–122.

    Google Scholar 

Clinical Resources

  • Cumine, V., Leach, J., & Stevenson, G. (1998). Asperger syndrome: A practical guide for teachers. London: David Fulton.

    Google Scholar 

  • Eckenrode, L., Fennell, P., & Hearsey, K. (2003). Tasks galore. Raleigh, NC: Tasks Galore.

    Google Scholar 

  • Hodgdon, L. A. (1995). Visual strategies for improving communication: Practical supports for school and home. Troy, MI: QuirkRoberts.

    Google Scholar 

  • Hodgdon, L. A. (1999). Solving behavior problems in autism: Improving communication with visual strategies. Troy, MI: QuirkRoberts.

    Google Scholar 

  • Janzen, J. (2003). Understanding the nature of autism: A guide to the autism spectrum disorders (2nd ed.). San Antonio, TX: Therapy Skill Builders.

    Google Scholar 

  • McAfee, J. (2001). Navigating the social world: A curriculum for individuals with Asperger’s syndrome, high functioning autism and related disorders. Arlington, TX: Future Horizons.

    Google Scholar 

  • Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Quill, K. A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. New York: Delmar.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of North Carolina at Chapel Hill, CB 7180, 310 Medical School Wing E, 27599-7180, Chapel Hill, NC, USA

    Gary B. Mesibov

  2. Division TEACCH, Carolina Institute on Developmental Disabilities University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Victoria Shea

Authors
  1. Gary B. Mesibov
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Victoria Shea
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Physical Medicine and Rehabilitation, and Professor of Neurosurgery, and Psychiatry Virginia Commonwealth University – Medical Center Department of Physical Medicine and Rehabilitation, VCU, 980542, Richmond, Virginia, 23298-0542, USA

    Jeffrey S. Kreutzer

  2. Kessler Foundation Research Center, 1199 Pleasant Valley Way, West Orange, NJ, 07052, USA

    John DeLuca

  3. Professor of Physical Medicine and Rehabilitation, and Neurology and Neuroscience, University of Medicine and Dentistry of New Jersey – New Jersey Medical School, New Jersey, USA

    John DeLuca

  4. Independent Practice, 564 M.O.B. East, 100 E. Lancaster Ave., Wynnewood, PA, 19096, USA

    Bruce Caplan

Rights and permissions

Reprints and Permissions

Copyright information

© 2011 Springer Science+Business Media, LLC

About this entry

Cite this entry

Mesibov, G.B., Shea, V. (2011). TEACCH. In: Kreutzer, J.S., DeLuca, J., Caplan, B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, New York, NY. https://doi.org/10.1007/978-0-387-79948-3_1611

Download citation