*3.7.2. Overview of the technique*

The TEACCH program was developed in 1972 by Eric Schopler, Ph.D. at the University of North Carolina at Chapel Hill [66]. The program focuses on utilizing structure in a manner that encourages learning. According to Mesibov and Shea, structure in TEACCH comprises four components: physical structure, timing structure, task structure, and work/activity system structure [66]. Physical structure requires that the environment be set up in order to focus learning. This includes offering visual cues in the environment. Timing structure incorporates the use of a schedule, including scheduling cues. Organizing the task into manageable chunks is part of the task structure, this includes offering explicit directions. Finally, work/activity system structure involves synthesizing smaller tasks into a complete activity. By controlling these four structural elements, care providers can create an environment that maximizes functional capabilities of the child with ASD.

Along with utilizing TEACCH in a school or clinic setting, it is recommended that a home TEACCH program be developed for carry-over by parents/caregivers [67]. Ideally, the home TEACCH program would provide training and clinician supervision to parents/caregivers to assist them in structuring the home environment in order to support teaching skills in selfcare, academics, and communication [67].
