EXPERIENCES OF TEACHERS AND PARENTS IN A TEACCH-BASED SUPPORT PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) defines autism spectrum disorder (ASD) as neurodevelopmental condition characterized by limited & repetitive behaviors, purposeful communication and social adjustment problems. The behavioral, communication & sensory processing problems experienced by children with ASD demand continuous support and comprehension on the part of both parents and teachers. This research examined the views of parents and special education instructors on the Treatment and Education of Autistic & Communication Handicapped Children (TEACCH) intervention program, introduced at a special school in Multan, Pakistan, that accommodates children with the autism. The current study adopted a qualitative research approach in order to gain a thorough understanding of participants' experiences and perspectives on the TEACCH intervention program. Data were collected through focus group discussions and semi-structured face-to-face interviews in study. The acquired data were studied using thematic analysis that involved meticulously reviewing, coding, and categorizing interview transcripts into emerging themes. The study's findings highlighted many hurdles and enabling variables indicated by the participants when using the TEACCH intervention programmes in the classroom context.