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

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, χ 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.