Teaching Methodologies

preschool teacher having a lesson with two kids

TEACCH is an evidence-based academic program that is based on the idea that individuals with autism tend to be visual leaners, so teachers must correspondingly adapt their teaching style and intervention strategies.

This approach supports the growth of social skills, language, and communication in both children with ASD and other communication delays and is centered on five basic principles.

  • First, physical structure refers to individual’s immediate surroundings. Daily activities, such as playing and eating, work best in spaces demarcated by clear physical boundaries.
  • Second, having an individualized, visual schedule is possible through various mediums, such as drawings and photographs.
  • Third, the work system establishes expectations and activity measurements that promote independence. Ideal work systems will communicate objectives with minimal verbal and written instructions.
  • Fourth, routine is essential because the most important functional support for autistic individuals is consistency.
  • Fifth, visual supports are utilized extensively to clarify expectations, cue instruction, and serve as reminders.

Applied Behavior Analysis (ABA)/Verbal Behavior (VB) Instruction: ABA is the practice of applying the psychological principles of learning theory in a systematic way to teach new skills, expand upon the skills already in the child’s repertoire, reduce problem or other socially unacceptable behaviors and improve the accuracy and speed with which a child completes tasks.

VB is used in conjunction with ABA to assess and facilitate the development of language skills. The focus of each child’s program is to address functional skills, such as language/communication, self-help skills, play skills, social skills, and classroom routines/group skills. The VB approach looks to identify obstacles to learning, and proactively modifies the environment to help your child be an eager and willing participant in instruction.