Use of structured teaching for treatment of children with autism and severe and profound mental retardation

Multidimensional assessment procedure was used to evaluate effects of the T EACCH (Treatment and Education of Autistic and Communication Handicapped Ch ildren) program principles and strategies (i.g. individualization, structur ed learning, environmental adaptation) after 12 and 18 months of structured intervention. The sample was composed of 18 children and adolescents with autism, with a mean chronological age of 13 years and a mean mental age of 16 months (severe and profound mental retardation). The instruments used we re: Childhood Autism Rating Scale, Vineland Adaptation Behavioral Scale Psy choEducational Profile-Revised, Echelle d'Evaluation Fonctionnelle des Comp ortements of Lelord. Structured observations of maladaptive behaviors and s pontaneous communication were made. Results showed an increase in working s kills and functional communication abilities. In addition, the structured t eaching seemed to reduce disadaptive behaviors allowing an easier managemen t of behavioral problems.