EFFECT OF TEACCH METHOD IN DEVELOPMENT OF INDEPENDENT PRE-VOCATIONAL SKILLS OF PERSONS WITH AUTISM

The paper aims to study the effect of TEACCH method in the development of independence in pre-vocational skills of persons with autism in the areas of Kitchen skills, Office skills and Art and Craft skills. The TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) is an evidence based program that provides structured environments to enable learning in persons with autism. The study was undertaken using pre-intervention/post intervention experimental research design. A sample of 15 young adults with autism was selected using purposive sampling technique. A pre-intervention score was recorded on each individual where their readiness in each area was recorded. 10 intervention sessions were done. The level of support required by each individual was recorded during every session. The preintervention and post intervention level of support was recorded and compared to see the effect. The change in the level of support signified the achievement of independent working skills of these young adults. The program was done by special educators who have been trained on the use of the TEACCH program. The results obtained were quantitatively and qualitatively analyzed. Recording of pre-intervention and postintervention scores was done by the level of accomplishment of task by the person in completing the task independently. Scoring pattern: Independent – 100, Verbal – 75, Gestural – 50, Physical support – 25. The pre-test scores revealed that the persons knew the tasks but were prompt dependent and they scored between 25 to 50. After providing intervention, scores of every individual moved up to 75 to 100. Mean scores, Df, t-values and significance of skill acquisition in each area was calculated. Many of them, post intervention were able to complete the tasks independently without any support. Hence this indicates positive results in development of independent working skills through the TEACCH method in young adults with autism