TEACCH Assessment

Recent research shows that many of the standardised tests and assessments normally used to assess individuals with autism are ineffective, and result in little or no structured guidance being offered to parents, teachers and carers.

uses assessments devised by Division TEACCH, a highly successful ‘programme for life’ originally developed at The University of North Carolina, and now recognised world-wide. These assessments were developed by parents and professionals, using the types of activities people with autism are most likely to be interested in. They have proved highly successful and reliable, and lead directly to individually designed, effective programmes of work.

There are two assessments, one for children and the other for adolescents and adults. These are the PEP3 and the TTAP.

• The Psycho-Educational Profile (PEP3), combined with its very detailed parent questionnaire, provides a comprehensive profile of the child, which parents and staff find very useful, offering a range of practical suggestions to help in the home and school.
• The Adolescent or Adult PEP (AAPEP) is usually administered with the client’s key worker if s/he is no longer living at home, and provides an equally comprehensive profile of the client, also offering practical strategies for support. This has recently been revised into the TEACCH Transition Assessment Profile (TTAP).

TEACCH Assessments incorporate:-

• Direct observation of the child or adult during activity sessions led by the assessors
• In-depth interview with parents or carers for the completion of the ‘parent scale’
• Interview with teaching staff or employer as appropriate
• Administration of other standardised assessments as required
• Reference to previous records where available
• A full written report incorporating the results of the assessment; highlighting the strengths, emerging skills and weaknesses of the child or adult.
• The PEP3 analyses underlying skills, such as imitation, perception, fine and gross motor skills, hand-eye co-ordination, and cognitive skills. The TTAP assesses the client’s vocational or work skills, independent functioning, leisure skills, communication and interpersonal behaviour.
• These results are then integrated with the home / school / work scales to consider the practical application of these skills in the individual’s daily life.
• Suggestions for possible programmes of support.

3Di

The Developmental, Dimensional and Diagnostic Interview (3Di), a new computerised autism interview, was developed at the Institute of Child Health, University College, London.

The 3Di is a parent autism interview, with an option to include and conjointly analyse information submitted by teaching staff. It may also be helpful to include a session of direct observation of the child or adult.

The 3Di is a computerised procedure which generates symptom and diagnostic profiles for both autistic and non-autistic conditions. (These include conduct disorders, ADHD, pragmatic language disorders, Tourette syndrome and OCD; many of which may co-exist with autism). The resultant diagnosis is based on internationally recognised criteria.

This is suitable for children or young adults between the ages of 4 to 25 years, where parents or carers are available to provide information.