Abstract
Programmatic efforts of TEACCH and other comprehensive service programs for people with autism spectrum disorders (ASD) target not only the clients themselves, but also those who work with them. Indeed, these initiatives have broadened our identification of the client to include not just the person with ASD, but also his or her parents, teachers, peers, residential program staff, employer, etc. The setting for intervention has changed from the insulated clinic office to the entire community. Every day, people with ASD interact with others who may know little or nothing about ASD. In the absence of special instruction about ASD, some community members may have a narrow or stereotyped view of the disorder learned from movies, sensationalized media accounts, or popular books. Indeed, much of the information about ASD that reaches the general public is vague or outdated at best, and misleading or erroneous at worst. One job of service programs to teach the general public about this perplexing disorder and its implications for social, personal, and educational functioning. This information is particularly needed by those who have little formal training in psychology, special education, or child development. However, even people with professional training, who are more familiar with ASD, need to be kept abreast of new developments in the field. This chapter will describe issues and TEACCH practices in inservice training for the many different types of professional staff members who come into contact with people with ASD.
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Mesibov, G.B. et al. (2004). Training Issues. In: The Teacch Approach to Autism Spectrum Disorders. Springer, Boston, MA. https://doi.org/10.1007/978-0-306-48647-0_12
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DOI: https://doi.org/10.1007/978-0-306-48647-0_12
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