Cross‐Cultural Program Priorities and Reclassification of Outcome Research Methods

Schopler, Eric

doi:10.1002/9780470939352.ch21

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…In 2001, Mesibov suggested that structured teaching is underpinned by a Gestalt approach to learning that focuses upon meaningfulness and understanding; in addition, Schopler () reiterates that TEACCH and structured teaching are holistic in their approach. However, this review demonstrates that the existing research evidence fails to capture the ‘whole’ picture.…”

Section: Resultsmentioning

confidence: 99%

“…Early developments of the TEACCH approach were firmly rooted in a holistic perspective (Schopler, ) and an understanding of the ‘culture of autism’ (Mesibov et al., , p. 19). The foundation for the development of structured strategies is evident in early research into the effects of structure upon children with autism (e.g., Rutter and Bartak, ; Schopler, Brehm and Kinsbourne et al., ).…”

Section: Introductionmentioning

confidence: 99%

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Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?

Howley

2013

Research in Spec Educ Needs

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The adoption of ‘structured teaching’ is evident in educational settings worldwide and has fast become one of the key ‘tools’ in autism education. As calls for evidence‐based practice have increased, research evidence has grown to interrogate the effectiveness of structured teaching components. Previous systematic literature reviews of the research evidence suggest that structured teaching has positive effects upon problem behaviours and also increases engagement and independent task organisation. This literature review builds upon previous reviews in order to explore the effects of structured teaching upon behaviour and learning, asking what the research evidence actually measures in relation to these two concepts. Gaps in the research evidence are identified, and discussion focuses upon the need for research which investigates the role of structured teaching components in meaningful learning, the need for greater attention to evaluate social validity of the approach which takes into account those who implement and indeed those who receive the intervention and finally the need for research to analyse the effects of structured teaching upon alternative outcomes of ‘well‐being’ and ‘quality of life’.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?

Howley

2013

Research in Spec Educ Needs

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“…Research has shown that structured interventions are more effective than unstructured interventions for children with autism (Schopler et al, 1971). The original development of TEACCH was based on a holistic perspective (Gary B Mesibov et al, 2005; Eric Schopler, 2005) and understanding of ‘autistic culture’. This approach aimed to consider the commonly observed strengths and needs of children with ASD in order to enhance their adaptive functioning (Gary B. Mesibov & Shea, 2010).…”

Section: Introductionmentioning

confidence: 99%

The use of Treatment and Education of Autistic and Related Communication Handicapped Children in schools to improve the ability of children with autism to complete tasks independently: A single‐case meta‐analysis

Zhou,

Liu,

et al. 2024

Child

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ObjectiveTo investigate the effectiveness of a Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention in schools for improving independent task performance in children with autism spectrum disorders (ASD).MethodsWe screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta‐analysis. Tau‐U effect sizes were calculated for each A‐B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics.ResultsA total of 14 studies (38 participants) met the criteria and were included in the meta‐analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau‐U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics.ConclusionThe use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence‐based recommendations for its extended use in schools.

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Gold Medal Award for Life Achievement in the Application of Psychology: Eric Schopler.

2006

American Psychologist

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Cross‐Cultural Program Priorities and Reclassification of Outcome Research Methods

Cited by 3 publications

References 39 publications

Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?

Outcomes of structured teaching for children on the autism spectrum: does the research evidence neglect the bigger picture?

The use of Treatment and Education of Autistic and Related Communication Handicapped Children in schools to improve the ability of children with autism to complete tasks independently: A single‐case meta‐analysis

Gold Medal Award for Life Achievement in the Application of Psychology: Eric Schopler.

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