Articles tagged with: TEACCH
Referred to as “TEACCH Tasks,” “Shoebox Tasks,” or “Work Tasks,” the learning activities presented to students in their work areas have characteristics that optimize the learning of children with autism.
Visually Structured Classrooms (often called “TEACCH” classrooms) use individual works areas for students to complete their independent tasks. The structure of the area may differ from classroom to classroom and may look different depending on the skill level of the student. However, a student’s work area must be presented consistently to optimize independence.
Visual schedules allow students with autism to transition and complete multi-step tasks without assistance. As students gain independence in using a schedule system they are better able to enter general education settings. For the beginning learner schedules are very concrete, placed in a fixed location, and provide visual cues throughout transitions. As students become more advanced, these schedules are replaced by portable, text-based schedules and checklists similar to those used by many people to keep organized.
Interventions for children with autism typically emphasize the interaction between the teacher and student. However, the learning environment-its structure, stimuli, and teaching materials-may also contribute to the effectiveness of interventions. Students with autism usually learn best in highly structured and predictable environments. University of North Carolinaâ€™s TEACCH program created a methodology for developing learning environments that reduce behavior problems and increase learning. However, educators should recognize that structured environments are only one piece of the array interventions necessary to teach students with autism.