ABA versus TEACCH: the case for defining and validating comprehensive treatment models in autism.
The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism.
Callahan
Kevin
K
Department of Educational Psychology, University of North Texas, 1155 Union Circle #311335, Denton, TX 76203-5017, USA. Callahan@unt.edu
Shukla-Mehta
Smita
S
Magee
Sandy
S
Wie
Min
M
D001321:Autistic Disorder / Q000628:therapy*; D018479:Early Intervention, Educational / Q000379:methods*; D004519:Education, Special; D005178:Faculty; D006801:Humans; D017145:Models, Educational; D015203:Reproducibility of Results