Panerai Simonetta, Zingale Marinella, Trubia Grazia, Finocchiaro Maria, Zuccarello Rosa, Ferri Raffaele, Elia Maurizio
IRCCS Oasi Maria SS, via Conte Ruggero 73, Troina 94018, EN, Italy.
J Autism Dev Disord. 2009 Jun;39(6):874-82. doi: 10.1007/s10803-009-0696-5. Epub 2009 Feb 10.
Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.
我们的研究旨在比较在3年时间里，针对自闭症和重度智力障碍儿童的三种不同教育方法的有效性。第一种是在寄宿中心实施的自闭症及相关沟通障碍儿童治疗与教育（TEACCH）项目；第二种是在经过特定的家长心理教育培训后，在家中和主流学校实施的TEACCH项目；第三种方法是主流学校的全纳教育，其中实施的是一种非特定方法。使用修订后的心理教育档案（PEP-R）和文兰适应行为量表（VABS）调查问卷对每个受试者进行两次评估。TEACCH的有效性似乎得到了证实，在自然环境中显示出积极的结果，并揭示了其全纳价值。
