Reference no: EM133195689
Description
Your course paper is a choice between the TEACCH model and ABA model of instruction for Autistic children.
A primary source of strain between school districts and parents comes when choosing between the two leading ways of teaching children with ASD. They are:
Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) versus Applied Behavioral Analysis (ABA).
Annotated Bibliography: ABA Versus TEACCH Teaching Methods
Adaimi Mojena
Annotated Bibliography: ABA Versus TEACCH Teaching Methods
Sarfraz, S., & Kausar, R. (2019). Impact of applied behavioral analysis and TEACCH methods on Pakistani autistic children. Indian Journal of Positive Psychology, 10(3), 146-155.
Sarfraz and Kausar (2019)utilizedthe ABA and TEACCH evidence-based techniques moderately totwo autistic children individually and in combination. The participants were exposed to 13 ABA sessions, while TEACCH required seven periods. Purposive and snowball sampling was used to acquire data, and pre-and post-testing used the CARS test. The authors found that TEACCH enhanced the children's performance faster than ABA. Overall, ABA was slower than TEACCH. The study emphasized using TEACCH to educate slightly autistic Pakistani children. The study is relevant because TEACCH has proven beneficial for mildly autistic children.
Mammad, K., Ahami, A., Azzaoui, F. Z., Lamrabat, F. Z., &Boulbaroud, S. (2018). Application of two approaches: ABA & TEACCH with autistic children in Morocco. Psychological Applications and Trends, 414-418.
Mammadet al. (2018) were concerned with minimal knowledge of the TEACCH method among the Moroccans, while ABA has been used extensively. They conducted a year-long pre-school study among ten autistic students. Three females and seven malesaged between 5 and 15 were exposed to three groups. The first category contained ABA and TEACCH professionals and program-participating guardians. Group 2 included trained educators without parental input,and group 3 comprisedunskillededucators and non-participating parents. The authors then used PEP3 and CARS to build an IEP based on TEACCH and ABA. The combined use of TEACCH and ABA helps the growth of children with ASD.The study is relevant because the authors found it was more effective to combine the two teaching methods.
Mazza, M., Pino, M. C., Vagnetti, R., Filocamo, A., Attanasio, M., Calvarese, A., &Valenti, M. (2021). Intensive intervention for adolescents with autism spectrum disorder: Comparison of three rehabilitation treatments. International Journal of Psychiatry in Clinical Practice, 25(1), 28-36.
In this study, Mazzaet al. (2021) compared the impact of the ABA, TEACCH, and BEIhigh-intensity treatments in 93 adolescents with ASD stages 2 and 3. Regardless of the method of treatment, all youths with ASD reported progress in basic symptoms. The fundamental symptoms of ASD are improved by an increased treatment, adding to the body of evidence of success for adolescents with ASD. The investigation is relevant to current treatment interventions because it affirms previous studies that collaborating the teaching methods is more effective in the development of children with ASD.