Teacch
Treatment and Education of Autistic
and Related Communication
Handicapped Children
our baby project....
saper lg mentor nye if bkn....
Dr.Kimisan............
she joined us in March...........
she had dis dream in april
tick-tock-tick-tock...............
she did all.....
from A-z..........
OF COURSE lah....not ALONE...............
Nadia adelah mantee nye............
kami chipped in here n there................
mentor of TEACCH............
n....
her mantee.........
pn.nadia............
they blend in perfectly.......
nadia
a zero to teacch........
n now........
a heroine to the baby project.........
tabik spring to u dear.....
ur preservarance is not wasted...........
these r the intan terpilih ...........
d penghuni......
of TEACCH
ADAM
RAVIYAA
AFIF
BOON DICT
WAI HIN
IZZAT
INI LAH GHOPER NYE KELAS tEACCH AT D BEGINNING
RECYCLED APA jer yang ade....
x kisah pon.....
pantang nampak kotak, kerusi,meja yang terbiar.............
semo pon akan di kidnap......
diupgrade........
dibalut........
dicat....
ditukang..............
n jadilah kelas TEACCH yang seadanye............
after nagotiating with JICA..............
yg lain di skul xder kena mengena pon when dis took place..........
only Dr kimisan n JICA..........
after qoutation di submit...........
after discussions took place..............
we got these...............
yessssssssssssssssss!!!!!!!!!!!!!!!!!!!
d happiest was of course Dr......
then Nadia........................
then us..............
woooooooooooooo!!!!!!!!!!!!!
This is TEACCH's new look.............
antara aktiviti yang telah pon took place
since kelas Teacch was a dream come true...........
taklimat to parents yang anak terlibat.............
lawatan mr.ueda from JICA himself
he was satisfied with what he saw...........
he was very happy with dr.kimisan's mission...............
dtgnye tidak sia2...
harapan nye dipenuhi.................
sukarelawan yg dipilih tidak menghampakan nye..............
yeaayyyyyyyyyyyyyyyyyyyyy
well done Dr.........
latest look of TEACCH
1st pic is d PLAY AREA.
After completing their individual tasks, they r allowed to be here....
where it is like a reward after their good job.........
it's a place where they socialise with their peer group.............
relieve their stress............
n...
be free to enjoy themselves..............
pic 2 is the learning area.
in here the teachers will do the group teaching before proceeding to their individual desks...
pic3 is.........
their very own learning space........
some sort of their own territory........
they do their individual task here.............
independently...........
d 1st pic here....
is the CALMING DOWN AREA...
if they are in their own world......
unwilling to obey teachers orders............
under tantrum.............
or...
beyond control............
they r welcome here ......................
pic 2 n 3...
d cabinet........
d partitions.............
are sponsored by JICA.....
aren't we lucky!!!!!!!!!!!!
TEACCH Approach
TEACCH® Autism Program developed the concept of the “Culture of Autism”
as a way of thinking about the characteristic patterns of thinking and behavior
seen in individuals with Autism Spectrum Disorders (ASD).
“CULTURE OF AUTISM”
• Relative strength in and preference for processing visual information
(compared to difficulties with auditory processing,
particularly of language)
• Frequent attention to details but difficulty understanding the meaning of
how those details fit together
• Difficulty combining ideas
• Difficulty with organizing ideas, materials, and
activities
• Difficulties with attention. (Some individuals are very distractible,
others have difficulty shifting attention when it is time to
make transitions)
• Difficulty with concepts of time, including moving too
quickly or too
slowly and having problems recognizing the beginning,
middle, or end of an activity
• Communication problems, which vary by developmental level
but always include impairments in the social use of language
(called “pragmatics”)
• Tendency to become attached to routines, with the result that
activities may be difficult to generalize from the original learning
situation and disruptions in routines that are upsetting, confusing,
or uncomfortable
• Very strong interests and impulses in engaging in favored activities,
with difficulties disengaging once engaged
• Marked sensory preferences and dislikes.
TEACCH developed the intervention approach called “Structured
TEACCHing”, which is based on understanding the learning
characteristics of individuals with autism and the use of visual
supports to promote meaning and independence. TEACCH services are
supported by empirical research, enriched by extensive clinical
expertise, and notable for its flexible and individualized support of
individuals with Autism Spectrum Disorder (ASD) and their families.
PRINCIPLES OF STRUCTURED TEACCHING:
• Understanding the culture of autism
• Developing an individualized person- and family-centered plan for each
client or student, rather than using a standard curriculum
• Structuring the physical environment
• Using visual supports to make the sequence of daily activities
predictable and understandable
• Using visual supports to make individual tasks understandable
COMMON MYTHS AND MISUNDERSTANDINGS ABOUT
THE TEACCH APPROACH
MYTH: TEACCH is only for children
FACT: TEACCH works with individuals of all ages with ASD.
For example, our supported employment and residential/vocational
program for adults is highly-regarded, with very effective demonstrations
of the application of Structured TEACCHing principles and techniques
for adults.
On an individual, as-needed basis, we provide personal counseling,
marital counseling, and vocational guidance to college students, graduate students,
and other individuals with ASD who have careers and independent lives.
MYTH: TEACCH is only for individuals with intellectual disabilities
FACT: TEACCH works with individuals with ASD at all developmental levels,
from individuals with significant mental retardation to those with superior
intelligence and academic achievement.
MYTH: TEACCH is only for students in self-contained
classrooms
FACT: Structured TEACCHing can be provided in any educational setting,
including regular education classrooms, “specials” such as music, art, PE,
and foreign language, speech/language and occupational therapy sessions,
as well as in the cafeteria, school bus, and playground. It is not necessary for a
student to be in a self-contained or special education setting in order to receive
the visual information and organizational supports of
Structured TEACCHing.
In addition, services based on the TEACCH approach are now used with
individuals from early childhood through adulthood in a variety of settings,
including early intervention programs; public and private school classrooms;
families’ homes, residential programs, and private housing; play and other social
groups; summer camps and other recreation programs; individual and group
counseling sessions; and both competitive and sheltered employment sites.
MYTH: TEACCH programs do not teach language
FACT: Professionals from TEACCH were innovators of methods for
teaching and supporting language development in students with ASD.
We consider meaningful, spontaneous communication to be a vital goal for all
people with ASD. We do suggest that activities for learning language and/or
social communication have a visual or physically concrete component because of the
relative strength in visual processing and difficulty with auditory comprehension
that is characteristic of students with ASD.
MYTH: By focusing on independence, TEACCH further isolates already
lonely people with autism spectrum disorders
FACT: Although Structured TEACCHing values independence highly and
has established it as an important educational priority, developing enjoyable
social interactions and meaningful social relationships are also important priorities.
Structured TEACCHing can be an excellent foundation for facilitating
social activities that would otherwise be too unpredictable and confusing
for students with ASD.
SUMMARY
The TEACCH approach is a family-centered, evidence-based practice
for autism, based on a theoretical conceptualization of autism, supported
by empirical research, enriched by extensive clinical expertise,
and notable for its flexible and person-centered support of individuals
of all ages and skill levels.
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Autism - Symptoms
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Core symptoms
The severity of symptoms varies greatly, but all people with autism have
some core symptoms in the areas of:
Social interactions and relationships. Symptoms may include:
Significant problems developing nonverbal communication skills,
such as eye-to-eye gazing, facial expressions, and body posture.
Failure to establish friendships with children the same age.
Lack of interest in sharing enjoyment, interests, or achievements with other people.
Lack of empathy. People with autism may have difficulty understanding
another person's feelings, such as pain or sorrow.
Verbal and nonverbal communication. Symptoms may include:
Delay in, or lack of, learning to talk. As many as 40% of people with autism
never speak.1Problems taking steps to start a conversation. Also, people with
autism have difficulties continuing a conversation after it has begun.
Stereotyped and repetitive use of language. People with autism often repeat
over and over a phrase they have heard previously (echolalia).
Difficulty understanding their listener's perspective. For example, a person
with autism may not understand that someone is using humor.
They may interpret the communication word for word and fail to catch
the implied meaning.
Limited interests in activities or play. Symptoms may include:
An unusual focus on pieces. Younger children with autism often focus
on parts of toys, such as the wheels on a car, rather than playing
with the entire toy.
Preoccupation with certain topics. For example, older children and
adults may be fascinated by video games, trading cards,
or license plates.
A need for sameness and routines. For example, a child with
autism may always need to eat bread before salad and insist
on driving the same route every
day to school.
Stereotyped behaviors. These may include body rocking
and hand flapping.
Symptoms during childhood
Symptoms of autism are usually noticed first by parents and other
caregivers sometime during the child's first 3 years. Although autism is
present at birth (congenital), signs of the disorder can be difficult to identify
or diagnose during infancy. Parents often become concerned when their
toddler does not like to be held; does not seem interested in playing
certain games,
such as peekaboo; and does not begin to talk. Sometimes, a child with
autism will start to talk at the same time as other children the same age,
then lose his or her language skills. Parents also may be confused about
their child's hearing abilities. It often seems that a child with autism does
not hear, yet at other times, he or she may appear to hear a distant
background noise, such as the whistle of a train.
With early and intensive treatment, most children improve their ability
to relate to others, communicate, and help themselves as they grow older.
Contrary to popular myths about children with autism, very few are
completely socially isolated or "live in a world of their own."
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