Summary of the Systematic Review

Article Citation

A Synthesis of Literature Examining the Structured Teaching Components of the TEACCH Model Employing the Use of a Visual Conceptual Model

Kliemann, K. (2014).
Journal of Special Education Apprenticeship, 3(2), 1-17.
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Sponsoring Body

Not stated

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • No Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • Yes Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Quality Rating Notes

Study Characteristics: Characteristics of the included studies were described narratively.

Article Details

Description

This is a review of peer-reviewed, experimental studies investigating the four components of the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) model in individuals with disabilities. The four components of the Structured Teaching approach under the TEACCH model is as follows:
  • physical structure - the organization of the environment;
  • daily visual schedules - the visual information used to depict daily events and activities;
  • work systems - the information visually communicated on what to do;
  • task organization - the visual presentation of an activity's steps.

Questions/Aims Addressed

The primary purpose of this synthesis is to determine which of the four components of the Structured Teaching approach under the TEACCH model meet criteria to be an evidence-based practice according to the rating system of Reichow, Volkmar, & Cicchetti (2007) and the National Autism Center report (2009).

Population

Individuals with disabilities, preschool-age to adulthood

Intervention/Assessment

The four Structured Teaching components under the TEACCH model:
  • physical structure - the organization of the environment;
  • visual schedules - the visual information used to depict daily events and activities;
  • work systems - the information visually communicated on what to;
  • task organization - the visual presentation of an activity's steps.

Number of Studies Included

19

Years Included

Not specified a priori


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

The majority of studies (17 out of 19) included participants with ASD. Findings indicated that, overall, all four components of Structured Teaching under the TEACCH model did not meet criteria as evidence-based practices according to the National Autism Center (NAC; 2009) report and Reichow, Volkmar, and Cicchetti (2007). The following conclusions were reported for each component:
  1. Physical structure: More research was needed to determine whether can be deemed an evidence-based practice.
  2. Daily visual schedule: According to the NAC report (2009), this component can be labeled as an evidence-based practice. 
  3. Work systems: There was a lack of research for works systems to be considered an effective or promising practice.
  4. Task organization: Based on the criteria of Reichow et al. (2007), task organization could be a promising practice.

Keywords: TEACCH/Structured Teaching

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