Abstract
Introduction TEACCH program (Treatment and Education of Autistic and related Communication Handicapped Children) represents a model for management of five major autistic behavioral problems: (1) Self abuse, (2) Aggression, (3) Disruptive behaviors, (4) Repetitive Behaviors, (5) Other behavioral deficits. Objective Present study introduces TEACCH based model for behavioral intervention of autistic preschoolers in school setting. Aim Studying effectiveness of usage of (TEACCH) program in decreasing commonly experienced behavioral disorders among autistic preschool children according to Parent/Teacher assessment and follow up. Methods 5 autistic children aged (2-6) years (4 boys and 1 girl) were selected according to the study inclusion criteria and legal guardian consent. They were subjected to psychiatric assessment (psychiatric interview sheet and DSM IV criteria for autistic disorder), psychological assessment using: (1) Childhood Autism Rating Scale” (CARS)(2000) (Arabic version), (2) Vineland Adaptive Behavior Scale(2004)(Arabic version), as well as (3) Autistic Behavioral Checklist for preschool children and (4) Disordered Behavior Intervention Program (3 and 4 were made by researchers). Study subjects were assessed by their mothers and teachers for their behavioral problems. Pre- intervention assessment were arranged for each child and commonly experienced behaviors both at home and school as regard both severity and frequency were listed for intervention. Mother/Teacher Post-intervention and follow up assessment were also arranged for each child. Results Both Pre/post and Post /follow up assessment and comparison were statistically significant both for mother and teacher ratings. Behavioral problems were significantly decreased using TEACCH model for behavioral intervention of disordered behaviors among study subjects. Conclusion Early identification, Individualized intervention and follow up of significant behavioral problems using study model helps reducing them.
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