ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism
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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.
KeywordsSocial validation Expert validation ABA vs. TEACCH Autism treatment model
We wish to thank Julie Ray and Stacey Callaway, UNT Project STARS autism research and leadership doctoral program, for their assistance in data collection and analysis and identifying subject matter experts. We also thank Kristin Farmer, Autism Comprehensive Education Services, Inc., California, for her assistance with the expert validation process.
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