Though the basic model for DTT appears relatively straightforward, applying the model effectively is not. A casual understanding of applied behavior analysis is insufficient for applying DTT programs.
On the whole, we found an improvement of children's competences, a reduction of behavioral problems and an increase of spontaneous communication.
We do see certain children with autism who seem to have growth spurts around puberty. We see them developing, improving their capability., You see some children start to talk, when did not have much communicative language earlier. When I was at graduate school, we learnt that, if a child does not talk by the age of five, he won't talk at all. Although they modified this, the line was still that, if the child did not talk by 10 or 11, then forget it. But now we see language appearing at puberty. We see hormones at that age, in autism as well, which sometimes interferes with development., But if it doesn't interfere, we see development. Where I see the biggest growth spurt at that age is in social interaction, social relationships. You do have the issues of adolescence, hormonal and biological. In autism, we sometimes have the additional problem of developing seizures at that age, which is pretty unique to autism.
The design tenet of Maple House was that the environment should reflect these (TEACCH) principles, facilitating communication and, therefore, allowing the comprehensive assessment of autistic individuals.
TEACCH is a state program that tries to respond to the needs of autistic people using the best available approaches and methods known so far for educating them and to provide the maximum level of autonomy that they can achieve.
We can use structure on an everyday basis so that the children with autism can feel more in-control of their world and in turn be more willing to comply and be cooperative and independent.
The primary aim of the TEACCH programme is to help to prepare people with autism to live or work more effectively at home, at school and in the community.
Play and recreation opportunities can sometimes involve rather abstract concepts and experiences, which can be difficult for the person with autism to comprehend. Children with autism must be taught how to play and socialize.
The TEACCH approach focuses on the person with autism and the development of a program around this person's skills, interests, and needs.