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Why REACCH uses the structured TEACCHing model?

 The Structed TEACCHing model clarifies the environment and expectations for 

people with autism so that they can thrive.

 

Workstations and work areas, schedules, work systems and visually organised

tasks need to provide clear information to a person and answer questions that

someone with autism may need clarity about.

For example:

  • Where they are going

  • When they are going

  • What they will be doing and for how long

  • How they may need to organise themselves or sequence a certain task

  • Why they need to do certain things

We need to meet the needs of each person on their worst day.

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Schedules:

A schedule is a visual cue or visual tool which should help a person know:

  • Where they are going

  • The sequence in which things will happen 

  • A way of predicting what will happen next

Schedules need to be more than just a list of demands. They need to show the person when things they like are going to occur.

A schedule needs to be used to enhance flexibility and to teach an understanding of change.

A schedule needs to give the right amount of information to reduce anxiety.

Shoebox tasks:

A shoebox task is used as a structured task to help with motor skills, independent learning or as a calming activity for those on the autism spectrum who also have additional levels of learning difficulty.

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