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The TEACCH program in the era of evidence-based practice.
Gary B Mesibov1, Victoria Shea
1Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel Hill, 27599-7180, USA.
Journal of Autism and Developmental Disorders
|November 26, 2009
Summary
Evidence-based practice is now more relevant for autism interventions. The TEACCH program is presented as an example of an evidence-based practice, aligning with recent conceptual advancements in the field.
Area of Science:
- Psychology
- Autism Spectrum Disorder Interventions
Background:
- The concept of evidence-based practice (EBP) initially had limited application to autism interventions.
- Recent conceptual elaborations by the American Psychological Association and Kazdin have increased EBP's relevance in this field.
Purpose of the Study:
- To discuss the TEACCH program as an example of an evidence-based practice.
- To align the TEACCH program with recent formulations of the evidence-based practice concept.
Main Methods:
- Review of the TEACCH program's principles and practices.
- Analysis of recent definitions and elaborations of evidence-based practice.
Main Results:
- The TEACCH program can be effectively framed as an evidence-based practice.
- Recent advancements in EBP definitions enhance its applicability to autism interventions.
Conclusions:
- The TEACCH program exemplifies an evidence-based practice within the context of autism interventions.
- The evolving understanding of evidence-based practice strengthens its utility for the autism field.
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