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Effectiveness of the TEACCH Program in Enhancing Cognitive
Performance among Children with Autism Spectrum Disorder
(ASD): A Systematic Review
Pareyaasiri Witoonchart1, Yun-Ju Haung2*, Thanakit Wattanasuriyanona1, Palita Chuenpakdeea1
,
Nannaphat Saengsuka1, Suthida Siriprayoona1, Thinna Tangariyasakula1
1 Department of Communication Sciences and Disorders, Faculty of Medicine, Ramathibodi Hospital,
Mahidol University
2 Taichung Municipal Han-Kau Junior High School
*Corresponding Author E-mail: yunju0126@gmail.com
Abstract
Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition characterized by deficits in communication,
social interaction, and executive function, all of which contribute to cognitive impairment. The Treatment and Education of
Autistic and Related Communication Handicapped Children (TEACCH) program has been widely adopted as a structured
intervention designed to support cognitive and adaptive development in individuals with ASD. This systematic review
critically examined the existing empirical research on the TEACCH program’s effectiveness in enhancing cognitive
performance among children with ASD. A comprehensive literature search across 6 major academic databases yielded
15,264 articles, from which 7 studies met the rigorous inclusion criteria for qualitative synthesis. These studies, spanning
meta-analyses, systematic reviews, case studies and experimental methodologies, present mixed findings. Although
evidence had agreed that TEACCH improves executive function, memory, and problem-solving, its impact remains
inconsistent across studies. Certain interventions demonstrate statistically significant cognitive advancements, whereas
others report only modest gains, highlighting the need for more robust longitudinal studies with well-matched control
conditions. Despite these limitations, the structured teaching principles central to TEACCH—such as individualized learning
systems, visual support, and structured routines—show potential for fostering cognitive skills and adaptive behaviors in
children with ASD. These findings underscore the importance of tailoring interventions to individual needs and call for
continued scholarly investigation to refine and optimize the implementation of TEACCH within educational and clinical settings
104 Joint Conference in Medical Sciences 2025