November 22 & 23, 2019 – Applied Behavior Analysis: Improving the Quality of Life of Children with Autism and Other Developmental Disorders
December 6 & 7, 2019 – Multifactored Psychoeducational Assessment and Writing a SMART Individualized Education Plan
December 13 &14, 2019 -Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH)
For more information and registration for participation, please contact Ms. Berna or Ms. Genie at 8873-3438 / 8871-5167 or 0922-834-3270.
SAVE THE DATE! DECEMBER 13 & 14, 2019
WHAT: Treatment & Education of Autistic and Related Communication-Handicapped Children (TEACCH)
TIME: 9 AM to 5 PM
WHERE: R.E.A.C.H. Inc., 2/F Uniwide Sales Metro Mall, Alabang-Zapote Road, Pamplona, Las Pinas City
Resource Speaker: DR. LOLITA DIONISIO-SERRANO
CHED Endorsement Dated February 12, 2019
The TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) approach utilizes the relative strengths of individuals with autism spectrum disorder (ASD) (Schopler et al., 1995) and is appropriate for individuals of all ages and developmental levels. TEACCH uses the principles of structured teaching to support individuals with ASD in understanding their world better and enables them to be more independent and productive in an inclusive setting. The TEACCH program was developed by Eric Schopler in the late 1970s and is administered through the University of North Carolina at Chapel Hill, USA. The TEACCH method provides students with developmentally appropriate structure and organization in the learning environment, which moderates challenges students with ASD may encounter.
The TEACCH philosophy recognizes autism as a lifelong condition and does not aim to cure but to respond to autism as a culture. Core tenets of the TEACCH philosophy include an understanding of the effects of autism on individuals; use of assessment to assist program design around individual strengths, skills, interests and needs; enabling the individual to be as independent as possible; working in collaboration with parents and families.
At the end of the seminar-workshop, the participants will:
1. Identify the potential intervention targets;
2. Clearly define the target behavior or skill so that it is observable and measurable.
3. Determine the type of data needed to assess the target skill.
4. Implement the Intervention by the receiving teacher (both in an inclusive setting or self-contained setting, not to mention the home setting);
5. Gain knowledge in physical organization, scheduling, work systems in an inclusion class.
6. Learn to collect data to measure the effectiveness of the intervention on the target behaviors or skills;
7. Address Generalization and Maintenance of Learned Behavior or Skill.
Multi-modality format including real life videos, small and large group activities, slide presentations, individual reflection and consultation, case studies, and activity based instruction. Humor, reflection, question-answer opportunities are specifically formulated to meet the unique needs of adult learners.
Who are invited?
• School administrators
• Regular and SPED teachers
• Curriculum Developers
• Guidance Counselors
• Social and Health workers
• Students taking up courses related to SPED
• Psychologists, Occupational, Speech-Language, Physical
Therapists, ABA specialist
• College Administrators
• College Professors/ Instructors, College/MA/Ph.D. Students
and Professionals from Related Disciplines.
For inquiries or reservations contact us at 09228343270 or send an email to email@example.com (Look for Ms. Berna or Ms. Genie)