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2005 video autobiography of Dr. Eric Schopler

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- Dr. Eric Schopler
- Born in Germany and family fled from Nazis to America when he was about 10 years old.
- Is credited as being one of the first people to recognize autism as a treatable neurological condition instead of a psychological condition caused by parents like it was previously thought to be.
- Published over 200 books and articles on autism.
- Co-founded the UNC-Chapel Hill Division TEACCH – Treatment and Education of Autistic and related Communication-handicapped Children

The University of North Carolina. (2017). Remembering Dr. Eric Schopler, founder of TEACCH. Retreived from https://teacch.com/remembering-dr-eric-schopler-founder-of-teacch/

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On February 8th, 2017 Eric Schopler would have turned 90 years old.

Eric Schopler, the German born American psychologist whose pioneering research into autism led to the foundation of the TEACCH Autism Program. He was born February 8, 1927 in Fürth, Germany. In 1938 his family fled Nazi Germany and emigrated to the U.S., where they settled in Rochester, New York.He died at the age of 79 on July 7, 2006.

A professor of psychiatry and psychology at the University of North Carolina at Chapel Hill for more than 40 years, Eric Schopler was one of the first to establish that autism is a treatable neurological disorder. Previously, parents were blamed for causing what was then held to be a psychological problem.

Schopler co-founded (in 1971) and directed the UNC-Chapel Hill Division TEACCH - Treatment and Education of Autistic and related Communication-handicapped CHildren. A division of the psychiatry department in the UNC-Chapel Hill School of Medicine, TEACCH enlists parents as co-therapists in customized treatments that help autistic children gain critical life skills.

The TEACCH model was recognized by professionals in psychiatry through its inclusion in the treatment volume of "Diagnostic and Statistical Manual of Mental Disorders." In 1991, Schopler joined an Autism Society of America meeting with then-President George Bush on the needs of people with autism.

Schopler wrote more than 200 books and articles on autism and related disorders. From 1974 through 1997, he edited the Journal of Autism and Developmental Disorders.

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Remembering Dr. Eric Schopler, Founder of TEACCH

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On February 8th, 2017 Eric Schopler would have turned 90 years old. Eric Schopler, the German born American psychologist whose pioneering research into autism led to the foundation of the TEACCH Autism Program. He was born February 8, 1927 in Fürth, Germany.

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- Individuals with autism and other related communication disabilities
- Can be used with people of all ages.
- Works best in a self contained classroom but can also be used in a general education setting.

Applied Behavior Analysis. (2019). What is the TEACCH Method. Retrieved from https://www.appliedbehavioranalysisprograms.com/faq/what-is-the-teacch-method/

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1. Physical structure
-the way the room is physically set up for daily activities like eating, playing and classwork should be separated by defined barriers.
2.  Consistent schedule
-displayed through visual means using pictures or drawings.  3. Student work
-promote independence and communicate objects with student with a minimum of written instructions.
4. Routine
-sticking to the student’s routine as much as possible is essential to this method and an important part of helping a student with autism be successful in the classroom.
5. Visual Structure
-displaying visually based cues to remind students of classroom practices or instruction

Applied Behavior Analysis. (2019). What is the TEACCH Method. Retrieved from https://www.appliedbehavioranalysisprograms.com/faq/what-is-the-teacch-method/

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Video of TEACCH intervention in use in a preschool classroom

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Video of TEACCH intervention in use in a preschool classroom

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This video shows the TEACCH intervention from a student's perspective.

[CamdenCouncil]. (2014, september, 5). The TEACCH approach. Retrieved from https://www.youtube.com/watch?reload=9&v=vkymZzmg4jw

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In a study that focused on the comprehensiveness of ABA (Applied Behavior Analysis) or TEACCH as well as special educators preferences towards these particular models researchers concluded there was not a clear preference among educators but did find "significantly higher level of social validity for components inherent in both approaches".

This would lead one to believe both approaches have strong evidence based components that have significant impacts on individuals with autism.

Callahan, K., Shukla-Mehta, S., Magee, S. et al. J Autism Dev Disord (2010) 40: 74. https://doi.org/10.1007/s10803-009-0834-0

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Here are some learning opportunities through the TEACCH program at the University of North Carolina. They regularly offer different online courses and webinars for free or low cost pertaining to various topics related to ASD.

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Structured TEACCHing is a program developed by TEACCH, administered through the University of North Carolina in Chapel Hill, that meets the clinical, training, and research needs of individuals with Autism Spectrum Disorder (ASD), their families, and professionals across the state of North Carolina. Individualized Schedules are one component of the program to effectively engage students in activities and help them transition throughout their day. This course will introduce you to the process of creating individualized schedules and help you to incorporate the schedule into your daily routine for students with ASD.

TEACCH's evidence-based approach is built on an understanding of the cognitive abilities, learning characteristics and needs associated with Autism Spectrum Disorder. It is highly individualized and based on each person's learning characteristics, skills, strengths and interests as identified through formal and informal assessments. This assessment information is used to create visual strategies and systems to make the world more meaningful for the individual with ASD.

Learning Objectives:

Identify the advantages of using individualized schedules.

Identify the five step process for developing an effective and meaningful individual schedule.

Identify the five components involved in creating an individual schedule.

Create individualized schedules for students with Autism Spectrum Disorder.

Recognize the role of monitoring and data collection for individualizing a schedule.

Identify the 5 skills to evaluate the student's success in using the individual schedule.

Target Audience:

ASD professional teachers, counselors and caregivers; other interested healthcare professionals
Length: 1 Hours
Credit Type(s): 1.25 Contact Hours
Cost: $10.00
click here to watch

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Structured TEACCHing is a program developed by TEACCH, administered through the University of North Carolina in Chapel Hill, that meets the clinical, training, and research needs of individuals with Autism Spectrum Disorder (ASD), their families, and professionals across the state of North Carolina.

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In a study conducted to compare the effectiveness of TEACCH to other methods like LEAP (Learning Experiences and Alternative Program for Preschoolers and their Parents), and  in a preschool setting.  Researchers studied classes that used the TEACCH method, the LEAP method and non-model specific programs.

All of the students made gains in social, communication, and fine-motor skills regardless of the teaching model used. They have concluded there were no differences found between the models regrading students progress over time.

Some limitations to this study are only high quality classrooms were used leading to a question of whether the data can be generalized and students naturally make progress regardless of methods used. These programs also have many commonalities so the results of the data could be based on this instead of focusing on how these programs differ.

Giannakakos, A.R. (2014). Research Synopsis: Boyd, et al. (2014) Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with Autism Spectrum Disorders. Science in Autism Treatment, 11(3), 17-18.