Effect of the TEACCH program on the rehabilitation of preschool children with autistic spectrum disorder: A randomized controlled trial

Hongling Zeng; Shuo Liu; Run Huang; Yi Zhou; Jun Tang; Jun Xie; Pan Chen; Bing Xiang Yang

doi:10.1016/j.jpsychires.2021.04.025

Effect of the TEACCH program on the rehabilitation of preschool children with autistic spectrum disorder: A randomized controlled trial

J Psychiatr Res. 2021 Jun:138:420-427. doi: 10.1016/j.jpsychires.2021.04.025. Epub 2021 Apr 30.

Authors

Hongling Zeng¹, Shuo Liu², Run Huang³, Yi Zhou¹, Jun Tang¹, Jun Xie⁴, Pan Chen², Bing Xiang Yang⁵

Affiliations

¹ Children's Rehabilitation Department, Wuhan Mental Health Center, China.
² School of Health Sciences, Wuhan University, Wuhan, China.
³ School of Health Sciences, Wuhan University, Wuhan, China; Sir Run Run Shaw Hospital, Medical School of Zhejiang University, Hangzhou, China.
⁴ Children and Adolescent Ward, Wuhan Mental Health Center, China.
⁵ School of Health Sciences, Wuhan University, Wuhan, China; Department of Psychiatry, Renmin Hospital of Wuhan University, Wuhan, China; Population and Health Research Center, Wuhan University, Wuhan, China. Electronic address: 00009312@whu.edu.cn.

PMID: 33962129
DOI: 10.1016/j.jpsychires.2021.04.025

Abstract

Objectives: This study aimed to explore the effect of Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) intervention on the rehabilitation of preschool children having autism spectrum disorder (ASD) in China.

Methods: Sixty children with ASD were randomly assigned to the intervention group (n = 30) or the control group (n = 30). The intervention group received TEACCH training plus Discrete Trial Teaching (DTT) for six months, while the control group received only DTT. The Chinese version of the Psycho-educational Profile (3rd ed.) (CPEP-3) was used to assess participants at baseline, posttest and at six-month follow-up. The results were analyzed using descriptive statistics, t test, χ² or Fisher's exact test, and repeated-measures analysis of variance (ANOVA).

Results: No significant difference was found between the two groups at baseline (p > 0.05). Repeated-measures ANOVA showed that the CPEP-3 subscales had a significant time effect (p < 0.001). The two groups significantly differed in expressive language, affective expression, social reciprocity, problem behavior, and personal self-care at posttest and six-month follow-up (p < 0.05). They also significantly differed in receptive language, fine motor at posttest (p < 0.05), but not at follow-up.

Conclusions: This study demonstrated that TEACCH-based group rehabilitation training effectively improved the development of children having ASD. It provided enhanced rehabilitation strategies that assisted children with ASD to learn, function, and reach their goals.

Keywords: Autism spectrum disorders; Preschool children; Structure teaching; TEACCH.

Publication types

Randomized Controlled Trial
Research Support, Non-U.S. Gov't

MeSH terms

Autism Spectrum Disorder*
Autistic Disorder*
Child, Preschool
China
Communication
Disabled Children*
Humans