ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism

  title={ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism},
  author={Kevin Callahan and Smita Shukla-Mehta and Sandy K. Magee and Min-sung Wie},
  journal={Journal of Autism and Developmental Disorders},
The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either… 

The TEACCH Program for People with Autism: Elements, Outcomes, and Comparison with Competing Models

This chapter provides an overview of the treatment and education of autistic-related communication-handicapped children (TEACCH). We provide a summary of the historical development of the program,

Assessment of the efficacy of a program to improve the social communication and behavior of young children with autism spectrum disorders

Numerous studies reveal the benefits of early inter vention for the adequate development of children wi th autism spectrum disorders (ASD). Most of the interventions designed for people with ASD

Emerging Opportunities in Higher Education: Applied Behavior Analysis and Autism

The growing number of children diagnosed with autism and the recognized importance of evidence-based interventions has substantially increased the need for well-trained applied behavior analysts.

Education programmes for young children with Autism Spectrum Disorder: an Evaluation Framework.

Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals

The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement.

Social Validity of Evidence-Based Practices and Emerging Interventions in Autism

Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically

Comparison of Evidence-Based Practices for Students with Autism Spectrum Disorder

The Every Student Succeeds Act (ESSA, 2015) reinforces and clearly defines the requirement of school districts to use evidence-based practices (EBPs) to improve student outcomes. The ESSA requires


40 utism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder characterized by: 1) persistent deficits in social communication and social interaction across multiple contexts; and 2) the

Integrating treatment strategies for children with autism

Treatment studies indicate that substantial gains may be achieved by some children with autism spectrum disorders (ASD) when behavioral treatment is provided at an early age (National Autism Center,



Autism Treatment Survey: Services Received by Children with Autism Spectrum Disorders in Public School Classrooms

The Autism Treatment Survey was developed to identify strategies used in education of children with autism spectrum disorders (ASD) in Georgia and revealed the choice of strategies varied by grade level and classroom type.

The “Discrete Trials” of Applied Behavior Analysis for Children with Autism

This study provides an analysis of case law concerning applied behavior analysis (ABA) for students with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/

Outcome of comprehensive psycho-educational interventions for young children with autism.

  • S. Eikeseth
  • Psychology, Medicine
    Research in developmental disabilities
  • 2009

Challenges in Evaluating Psychosocial Interventions for Autistic Spectrum Disorders

In 2002, the National Institutes of Health sponsored a meeting concerning methodological challenges of research in psychosocial interventions in Autism Spectrum Disorders, with a focus on relevant statistics, standardized documentation and methods of diagnosis.

A Selective Review of Treatments for Children with Autism: Description and Methodological Considerations

Autism is a developmental disorder whose behavioral characteristics range on a continuum from mild to severe. Autism is typically not diagnosed prior to age 2 to 3 years and the prognosis for this

What Potential Does the Applied Behavior Analysis Approach Have for the Treatment of Children and Youth with Autism

The assertion that applied behavior analysis is the most powerful approach in the treatment of autistic behaviors warrants examination. Applied behavior analysis is characterized by discrete

Development of the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism

A new method for the evaluation of empirical evidence is provided, and future uses of this evaluative method are provided as well as a discussion of how this tool might aid in narrowing the research to practice gap.

No Child Left Behind and Students With Autism Spectrum Disorders

The No Child Left Behind Act of 2001 (NCLB) is a complex, sWeeping, and controversial laW that Was passed as a reaction to the loW academic achievement exhibited by so many public school students in

Empirically supported comprehensive treatments for young children with autism.

  • S. Rogers
  • Psychology
    Journal of clinical child psychology
  • 1998
The criteria for empirically supported treatments, as described by Lonigan, Elbert, and Johnson (this issue), were applied to reports of eight treatment efficacy studies published in peer-reviewed journals.