SED 506 - Literary Review
Effects of Teaching Montessori to Students with Autism:
Using TEACCH Program and Structured Learning
ABSTRACT
Using TEACCH Program and Structured Learning
ABSTRACT
In this literary review, the intervention of TEACCH will provide an explanation of how the structured teaching methodology will work with students with autism. Using this approach it will explain why learning in a Montessori setting could benefit students with disabilities, especially autism.
Keywords: Montessori, autism, TEACCH, structured teaching
Keywords: Montessori, autism, TEACCH, structured teaching
Effects of Teaching Montessori to Students with Autism:
Using TEACCH Program and Structured Learning
Using TEACCH Program and Structured Learning
The
teachings of Maria Montessori have helped many children for the past hundred years;
Montessori developed her theories while working with students with
disabilities. While Montessori schools
have been created all over the world to help all children, bringing the lessons
and teachings to helps students the way she developed her program may be a way
to see the effectiveness of helping students with disabilities today. Although there are not many resources of the
way Montessori’s teachings help students with disabilities, specifically
students with autism. However, while
researching the main idea, which was prevalent, was that TEACCH method which
already is an evidence-based intervention for students with autism may have a
link with the Montessori curriculum and methodology. Treatment and Education of Autistic and
related Communication-handicapped Children, the key component of this method is
structured teaching. The TEACCH
intervention as well as structured teaching is a compelling argument for the
way which the Montessori setting will benefit students with autism.
New York State Part 200 Special Education Regulations defines autism as a developmental disability that affects verbal and nonverbal communication and interactions. Usually prominent before the age of 3, this developmental disability affects performance in education. Individuals with autism could engage in repetitive behaviors, could resistance to change in routine or environments, and could have unusual responses to sensory experiences. Mesibov and Shea (2009) refer to a culture of autism that identifies common strengths and deficits. Individuals with autism may have preference and strength in processing visual information. Individuals will concentrate on details while having difficulty in sequencing, connecting, or identifying meaning from the details. Individuals may experience varying attention, either be extremely focused or very distracted. Individuals may have difficulty with communication, mostly involving social and intuitive experiences. Individuals may have difficulty with time, may complete tasks too quickly or too slowly. Individuals may be too dependent on routines; disruption of routine can be upsetting or uncomfortable. Interests and impulses may engage individual in activities; however, often difficult to disengaged after interested. The individual may have sensory aversions or preferences. While not all the characteristics mentioned have the same effect on all individuals with autism, there are various degrees of the disability, as there is a spectrum. Autism is disability that is being diagnosed in more children today, it is important as educators to have the tools as the best way to help teach children academically and socially. While communication and social interaction is a common characteristic with individuals with the disability, there can be positive supports to help students learn.
Using the visual strategies is to enhance the meaning of communication and learning. Students learn differently and the visual component is essential for students who have a difficult time processing language. The use of the visual experience can be more concrete and able to be better understood. TEACCH structures the child’s experience of the world around through use of pictures to visually represent information important for the child. A pictorial schedule visually represents the events in a child’s day and can explain the steps needed to complete a task. Having visual representational pictures can alter the child’s space and create specific areas for specific tasks in the classroom (Tissot & Evans, 2010).
There are four components to TEACCH, structuring the environment, visual information, special interests, and meaningful self-initiated communication. The term structure can include time, space, and routines in the environment to ensure positive and effective learning. TEACCH has four kinds of structure components; physical, sequence of events, organization of individual tasks and linking individual tasks with activities. In the physical environment it is important to set up the classroom to reduce distractions, have access to the materials, and to initiate similar content areas. In creating a schedule, use things that create meaning for the student; this could be an object or picture to describe the activity. In the content work areas, it is important to identify the work which is done; add pictures or detailed instructions of the work with his done, this will give students the expectation of the work. Having a picture of the beginning of the work, in the middle of the work, and the end of the work will create a model of how students should complete the task. Visual information reduces confusion of having too many instructions. The structured teaching promotes engagement in productive activities by using visual aids to ensure understanding of expectations for that activity. Visual information is an important component of the environment with creating schedules, instructions, communication, and reminders. Special student interests are important to promote engagement of the students. Having the students’ favorite book character will engage them into the lesson. Using student’s special interests will make it more fun and appealing to them. In creating meaningful, self-initiated communication the program looks specifically at learning labels for objects for the emergent communicators. This concept will ensure the ability for creating a choice. The communication will follow based on the cognition skills of the individual (Mesibov, Shea, 2009). While TEACCH is an evidence-based strategy that is already in place with students with autism there are different components of the Montessori method that can help students develop.
Bennet, Reichow, Wolery (2011) documented a study on structured teaching. There were six elements which included: organization of the environment, predictable sequence of activities, visual schedules, routines that are flexible, work and activities which allow independence, and visual structured activities to clarify expectations. In the study two of the participants were diagnosed with autism. The intervention included three shelves with one activity for each shelf; there was a basket for completed work, and a visual activity schedule. The schedule described the six steps to complete the work; checking schedule, placing photo from schedule to Velcro of the picture on the shelf, taking corresponding activity, completing the activity, putting the finished work in complete basket, and checking schedule to see what to do next. The researchers prompted with using hand-over hand, shadowing, and pointing. The outcome of this study suggested that individuals with other disabilities as well as autism may benefit from the elements of structured learning and can be used to help children complete tasks independently. In this study, the researchers were able to use concepts from TEACCH as well as Montessori to help students to complete the tasks at hand. The students were able to make choices to complete the work in the order that they wanted. The pictures and visual schedules made it concrete on the expectations on what the students should do and how to complete the assignment, then students knew where to put the assignment when done, and could use the schedule again to indicate what to do next.
Callahan, Shukla, Magee, and Wie (2009) created a survey to parents, teachers, and administrators that work with students with autism, using the elements of the programs Applied Behavior Analysis (ABA) and the Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH). The purpose of this study was to identify which intervention was favored more in helping the students to learn. The research team broke down the elements of each program into IDEAL Model functional categories. These categories are Individualized Programming, Data Collection, use of empirically demonstrated strategies, Active Collaboration, and Focus on Long-Term outcomes. The conclusion of the study showed that those surveyed did not have a particular preference; however, dividing the elements of the intervention showed that there were gaps in both of the programs. In ABA there was no component of the program in the Collaboration or Long Term focus areas and only one in the Individualized Programming area. In the TEACCH intervention the gap was in the areas of Data collection and Individualized Programming areas. There are certain TEACCH elements that can be translated into the Montessori method. Having a structured classroom environment with routines and clear expectations for appropriate behavior. It is key to ensure a safe and interesting classroom setting. The use of visual schedules and other visual supports will remind students how organize work and materials. Arranging the physical environment to provide levels of stimulation in the areas of light, sound, color, and pattern for students. While these are not in themselves strategies developed by Dr. Maria Montessori the strategies can be aligned to some of the strategies and methods she developed, and will help students to learn in their environment.
Montessori developed by Maria Montessori, based on her experiences of working in an asylum in Rome, Italy in 1898. Students who lived there were identified as uneducable and Montessori wanted to help students learn practical life skills, academic skills, and social skills. Using wooden materials, Montessori developed small tables, chairs, shelves, and works or children. Montessori wanted students to move the chairs to have control over their environment, which was not like the desk in a school setting at this time. Montessori encouraged independence from all students. The role of the teacher or director is to be an observer in the classroom. Teachers are to encourage independence and to have respect in the classroom, classmates, and self. Students directed their own learning experience as liberty of the pupil. Teachers would direct students on the use of the works based on the age and ability after they showed an interest in learning. Teachers may suggest to students the works, which may be out of their ability level. Pacing is the speed that the student precedes through the Montessori curriculum. There are no time restrictions for students to complete a work; as long as they continue working and complete daily or weekly contracts. Montessori believed peer support was important to learning and social development. In each room, there were students of three age groups, three to six, six to nine, and nine to twelve (McKenzie, 2012). Through peer supports students were able to learn social interactions and lessons from the students who have learned it prior. Students who understand the works an explanation the procedure possibly a different way, which may be more practical, then it being taught by the teacher. Montessori methods use hands-on experiences as the sole way of teaching; this can help students who may not be able to process verbal or written instruction. Students with autism can model and complete the works to help show another student how to use the work.
McKenzie, 2012 states, the Montessori curriculum used instructional materials for learning and discipline to build conceptual understanding. Children learned in the six different curriculum areas of Practical Life/Everyday Living, Sensorial Activities, Math Activities, Language Activities, Cultural and Peace Education Activities, and Art, Music, Drama, and Physical Activities. Students had control and a choice of their learning environment and choice what works to use. In the area of Practical Life/Everyday Living, students experience works using hands-on experiences to learn to care for the environment, care for themselves, show respect through their words and actions, and to develop gross and fine motor skills. The practical life works include, arranging flower, sweeping, hand-washing, dish-cleaning, dressing frames, pouring, spooning, and cutting. Sensorial Activities are to develop the different senses. Using different materials to learn the concepts of measurement, texture, weight, and sound discrimination. Math Activities include using concrete materials such as Golden Beads to represent units of one, ten, hundred, and thousand. Using manipulative of solid shapes, students learn the concept of geometric shapes through hands-on experiences. Using sandpaper cutouts of lower case letters students learn the phonetic sounds and create simple words using the moveable alphabet as Language works. While learning about Culture and Peace Education, students use maps and globes to explore the world, and experience culture through the art, food, clothes, dance, and music of the area. Learning through Art, Music, Drama, and Physical is using easel painting and the Montessori bells (McKenzie 2012).
Students learn through these different content areas how to live in the world around them. While learning about Practical and Everyday life, students are learning how to care for themselves, this is seen by using dressing framing boards to button, snap, or zipper. Montessori students learn that their actions affect the world around them; Montessori believed that the furniture should be light for students to be able to move. While in a classroom there are works that are done on the table and other works that are done on the floor, while on rugs. While there are assignments for students to complete there was not a time restraint for students to complete works, some assignments were set for the week, so students could arrange the assignments to the days they wished to complete the works, students might complete 5 works one day and 2 the next. Some works could be done faster or slower then others.
A study was developed to identify the effectiveness of Montessori materials with teaching division to students with autism. Nam (2007) quotes the TEACCH intervention stating, the supports organization of the environment and provide elements of structured learning to cater the needs of students with autism. The Montessori materials of a division board were used and provided a concrete process to students with autism. The students were able to understand the process of division by placing skittles onto the division board. Nam (2007) states, with use of the Montessori materials and structured teaching environment students with autism will learn together with students without disabilities in inclusion settings.
A study was developed to identify the readiness of students who experienced the Montessori education in pre-school for elementary school. The study included 50 students, 25 who went to a Montessori school and 25 who remained at the pre-school setting. Both groups were tested before the intervention and then after and then 6 weeks after. The Montessori Method created a concrete way for students to gain and experience the information at an early age. The results show the Montessori Method is effective in teaching young children and prepare for school. The range of ages helps students to learn social interactions; students learn from older students and in turn teach to younger students the knowledge and wisdom they learned. The Montessori materials made it easy for students to self-correct, since there is only one way to complete the works students were able to identify their mistakes and correct it easily (Kayili & Ari, 2011).
In a study that was done to assess different academic and social skills of students who were in a Montessori program, the researcher suggested there is little research on the Montessori method. The study documented and reassessed the scores of the students in the fall and in the spring then the calculated the gain based on three different schools. The study used 3 different types of classrooms. The first was a typical classic Montessori classroom, the next was a supplemented Montessori classroom which compiled both Montessori materials and materials found in a common preschool classroom, and the third was the common preschool classroom. The study described the Classic Montessori classroom as having 3 year groupings of students, teachers gave small group of independent lessons, low shelves were placed around room and were organized by curriculum content area, there was 2 to 3 hours of designed work time for students to chose their work. Snack was available; students were able to choose when they would like to eat independently or with a friend. The testing was in the areas of executive functioning, theory of mind, social problem solving, and reading, vocabulary, and math. The results of the study showed that students in the Classic Montessori classrooms gained more knowledge across the areas. The findings show that the advantages of the Classic Montessori program will help predict success in school and social interactions (Lillard, 2012). While this study is showing the effectiveness of the classic Montessori for typical development children the Montessori method was developed for children with learning disabilities.
Looking at the information from the TEACCH intervention already in set for teaching students with autism and focusing on the area of structured teaching, it is evident that students will learn better with visual and concrete materials. The environment has an affect on the way a child delves into the material; students need to have safe and inviting environments in order to be able to concentrate on learning. The Montessori method sets up a well-structured classroom, the works are placed on shelves, and each work has its own location on the shelves, which helps focus on one work at a time. Using hands-on experiences help to engage students to learn and engage in the works. The Montessori method works on caring for the environment, others, and self. Students learn about self-help skills, how to care for themselves; brush their hair, get dressed, wash their hands. These are positive lessons for all children especially children with autism to learn at an early age. Within the curriculum of Montessori, students use visual concepts to ensure understanding of the work and where it goes on the shelves. The pictures help students to learn what is expected of them while completing the task. After looking at Lillard (2012) study about the statistics of a classic Montessori classroom over the common preschool classroom I would like to know the effectiveness of teaching students with autism? Would the Montessori method have an effect on the way students with autism learn socially and impact the way they interact with their peers? Will students with autism be able to generalize with home and school if the materials are similar, for example, washing a glass in the classroom and at home?
New York State Part 200 Special Education Regulations defines autism as a developmental disability that affects verbal and nonverbal communication and interactions. Usually prominent before the age of 3, this developmental disability affects performance in education. Individuals with autism could engage in repetitive behaviors, could resistance to change in routine or environments, and could have unusual responses to sensory experiences. Mesibov and Shea (2009) refer to a culture of autism that identifies common strengths and deficits. Individuals with autism may have preference and strength in processing visual information. Individuals will concentrate on details while having difficulty in sequencing, connecting, or identifying meaning from the details. Individuals may experience varying attention, either be extremely focused or very distracted. Individuals may have difficulty with communication, mostly involving social and intuitive experiences. Individuals may have difficulty with time, may complete tasks too quickly or too slowly. Individuals may be too dependent on routines; disruption of routine can be upsetting or uncomfortable. Interests and impulses may engage individual in activities; however, often difficult to disengaged after interested. The individual may have sensory aversions or preferences. While not all the characteristics mentioned have the same effect on all individuals with autism, there are various degrees of the disability, as there is a spectrum. Autism is disability that is being diagnosed in more children today, it is important as educators to have the tools as the best way to help teach children academically and socially. While communication and social interaction is a common characteristic with individuals with the disability, there can be positive supports to help students learn.
Using the visual strategies is to enhance the meaning of communication and learning. Students learn differently and the visual component is essential for students who have a difficult time processing language. The use of the visual experience can be more concrete and able to be better understood. TEACCH structures the child’s experience of the world around through use of pictures to visually represent information important for the child. A pictorial schedule visually represents the events in a child’s day and can explain the steps needed to complete a task. Having visual representational pictures can alter the child’s space and create specific areas for specific tasks in the classroom (Tissot & Evans, 2010).
There are four components to TEACCH, structuring the environment, visual information, special interests, and meaningful self-initiated communication. The term structure can include time, space, and routines in the environment to ensure positive and effective learning. TEACCH has four kinds of structure components; physical, sequence of events, organization of individual tasks and linking individual tasks with activities. In the physical environment it is important to set up the classroom to reduce distractions, have access to the materials, and to initiate similar content areas. In creating a schedule, use things that create meaning for the student; this could be an object or picture to describe the activity. In the content work areas, it is important to identify the work which is done; add pictures or detailed instructions of the work with his done, this will give students the expectation of the work. Having a picture of the beginning of the work, in the middle of the work, and the end of the work will create a model of how students should complete the task. Visual information reduces confusion of having too many instructions. The structured teaching promotes engagement in productive activities by using visual aids to ensure understanding of expectations for that activity. Visual information is an important component of the environment with creating schedules, instructions, communication, and reminders. Special student interests are important to promote engagement of the students. Having the students’ favorite book character will engage them into the lesson. Using student’s special interests will make it more fun and appealing to them. In creating meaningful, self-initiated communication the program looks specifically at learning labels for objects for the emergent communicators. This concept will ensure the ability for creating a choice. The communication will follow based on the cognition skills of the individual (Mesibov, Shea, 2009). While TEACCH is an evidence-based strategy that is already in place with students with autism there are different components of the Montessori method that can help students develop.
Bennet, Reichow, Wolery (2011) documented a study on structured teaching. There were six elements which included: organization of the environment, predictable sequence of activities, visual schedules, routines that are flexible, work and activities which allow independence, and visual structured activities to clarify expectations. In the study two of the participants were diagnosed with autism. The intervention included three shelves with one activity for each shelf; there was a basket for completed work, and a visual activity schedule. The schedule described the six steps to complete the work; checking schedule, placing photo from schedule to Velcro of the picture on the shelf, taking corresponding activity, completing the activity, putting the finished work in complete basket, and checking schedule to see what to do next. The researchers prompted with using hand-over hand, shadowing, and pointing. The outcome of this study suggested that individuals with other disabilities as well as autism may benefit from the elements of structured learning and can be used to help children complete tasks independently. In this study, the researchers were able to use concepts from TEACCH as well as Montessori to help students to complete the tasks at hand. The students were able to make choices to complete the work in the order that they wanted. The pictures and visual schedules made it concrete on the expectations on what the students should do and how to complete the assignment, then students knew where to put the assignment when done, and could use the schedule again to indicate what to do next.
Callahan, Shukla, Magee, and Wie (2009) created a survey to parents, teachers, and administrators that work with students with autism, using the elements of the programs Applied Behavior Analysis (ABA) and the Treatment and Education of Autistic and related Communication-handicapped Children (TEACCH). The purpose of this study was to identify which intervention was favored more in helping the students to learn. The research team broke down the elements of each program into IDEAL Model functional categories. These categories are Individualized Programming, Data Collection, use of empirically demonstrated strategies, Active Collaboration, and Focus on Long-Term outcomes. The conclusion of the study showed that those surveyed did not have a particular preference; however, dividing the elements of the intervention showed that there were gaps in both of the programs. In ABA there was no component of the program in the Collaboration or Long Term focus areas and only one in the Individualized Programming area. In the TEACCH intervention the gap was in the areas of Data collection and Individualized Programming areas. There are certain TEACCH elements that can be translated into the Montessori method. Having a structured classroom environment with routines and clear expectations for appropriate behavior. It is key to ensure a safe and interesting classroom setting. The use of visual schedules and other visual supports will remind students how organize work and materials. Arranging the physical environment to provide levels of stimulation in the areas of light, sound, color, and pattern for students. While these are not in themselves strategies developed by Dr. Maria Montessori the strategies can be aligned to some of the strategies and methods she developed, and will help students to learn in their environment.
Montessori developed by Maria Montessori, based on her experiences of working in an asylum in Rome, Italy in 1898. Students who lived there were identified as uneducable and Montessori wanted to help students learn practical life skills, academic skills, and social skills. Using wooden materials, Montessori developed small tables, chairs, shelves, and works or children. Montessori wanted students to move the chairs to have control over their environment, which was not like the desk in a school setting at this time. Montessori encouraged independence from all students. The role of the teacher or director is to be an observer in the classroom. Teachers are to encourage independence and to have respect in the classroom, classmates, and self. Students directed their own learning experience as liberty of the pupil. Teachers would direct students on the use of the works based on the age and ability after they showed an interest in learning. Teachers may suggest to students the works, which may be out of their ability level. Pacing is the speed that the student precedes through the Montessori curriculum. There are no time restrictions for students to complete a work; as long as they continue working and complete daily or weekly contracts. Montessori believed peer support was important to learning and social development. In each room, there were students of three age groups, three to six, six to nine, and nine to twelve (McKenzie, 2012). Through peer supports students were able to learn social interactions and lessons from the students who have learned it prior. Students who understand the works an explanation the procedure possibly a different way, which may be more practical, then it being taught by the teacher. Montessori methods use hands-on experiences as the sole way of teaching; this can help students who may not be able to process verbal or written instruction. Students with autism can model and complete the works to help show another student how to use the work.
McKenzie, 2012 states, the Montessori curriculum used instructional materials for learning and discipline to build conceptual understanding. Children learned in the six different curriculum areas of Practical Life/Everyday Living, Sensorial Activities, Math Activities, Language Activities, Cultural and Peace Education Activities, and Art, Music, Drama, and Physical Activities. Students had control and a choice of their learning environment and choice what works to use. In the area of Practical Life/Everyday Living, students experience works using hands-on experiences to learn to care for the environment, care for themselves, show respect through their words and actions, and to develop gross and fine motor skills. The practical life works include, arranging flower, sweeping, hand-washing, dish-cleaning, dressing frames, pouring, spooning, and cutting. Sensorial Activities are to develop the different senses. Using different materials to learn the concepts of measurement, texture, weight, and sound discrimination. Math Activities include using concrete materials such as Golden Beads to represent units of one, ten, hundred, and thousand. Using manipulative of solid shapes, students learn the concept of geometric shapes through hands-on experiences. Using sandpaper cutouts of lower case letters students learn the phonetic sounds and create simple words using the moveable alphabet as Language works. While learning about Culture and Peace Education, students use maps and globes to explore the world, and experience culture through the art, food, clothes, dance, and music of the area. Learning through Art, Music, Drama, and Physical is using easel painting and the Montessori bells (McKenzie 2012).
Students learn through these different content areas how to live in the world around them. While learning about Practical and Everyday life, students are learning how to care for themselves, this is seen by using dressing framing boards to button, snap, or zipper. Montessori students learn that their actions affect the world around them; Montessori believed that the furniture should be light for students to be able to move. While in a classroom there are works that are done on the table and other works that are done on the floor, while on rugs. While there are assignments for students to complete there was not a time restraint for students to complete works, some assignments were set for the week, so students could arrange the assignments to the days they wished to complete the works, students might complete 5 works one day and 2 the next. Some works could be done faster or slower then others.
A study was developed to identify the effectiveness of Montessori materials with teaching division to students with autism. Nam (2007) quotes the TEACCH intervention stating, the supports organization of the environment and provide elements of structured learning to cater the needs of students with autism. The Montessori materials of a division board were used and provided a concrete process to students with autism. The students were able to understand the process of division by placing skittles onto the division board. Nam (2007) states, with use of the Montessori materials and structured teaching environment students with autism will learn together with students without disabilities in inclusion settings.
A study was developed to identify the readiness of students who experienced the Montessori education in pre-school for elementary school. The study included 50 students, 25 who went to a Montessori school and 25 who remained at the pre-school setting. Both groups were tested before the intervention and then after and then 6 weeks after. The Montessori Method created a concrete way for students to gain and experience the information at an early age. The results show the Montessori Method is effective in teaching young children and prepare for school. The range of ages helps students to learn social interactions; students learn from older students and in turn teach to younger students the knowledge and wisdom they learned. The Montessori materials made it easy for students to self-correct, since there is only one way to complete the works students were able to identify their mistakes and correct it easily (Kayili & Ari, 2011).
In a study that was done to assess different academic and social skills of students who were in a Montessori program, the researcher suggested there is little research on the Montessori method. The study documented and reassessed the scores of the students in the fall and in the spring then the calculated the gain based on three different schools. The study used 3 different types of classrooms. The first was a typical classic Montessori classroom, the next was a supplemented Montessori classroom which compiled both Montessori materials and materials found in a common preschool classroom, and the third was the common preschool classroom. The study described the Classic Montessori classroom as having 3 year groupings of students, teachers gave small group of independent lessons, low shelves were placed around room and were organized by curriculum content area, there was 2 to 3 hours of designed work time for students to chose their work. Snack was available; students were able to choose when they would like to eat independently or with a friend. The testing was in the areas of executive functioning, theory of mind, social problem solving, and reading, vocabulary, and math. The results of the study showed that students in the Classic Montessori classrooms gained more knowledge across the areas. The findings show that the advantages of the Classic Montessori program will help predict success in school and social interactions (Lillard, 2012). While this study is showing the effectiveness of the classic Montessori for typical development children the Montessori method was developed for children with learning disabilities.
Looking at the information from the TEACCH intervention already in set for teaching students with autism and focusing on the area of structured teaching, it is evident that students will learn better with visual and concrete materials. The environment has an affect on the way a child delves into the material; students need to have safe and inviting environments in order to be able to concentrate on learning. The Montessori method sets up a well-structured classroom, the works are placed on shelves, and each work has its own location on the shelves, which helps focus on one work at a time. Using hands-on experiences help to engage students to learn and engage in the works. The Montessori method works on caring for the environment, others, and self. Students learn about self-help skills, how to care for themselves; brush their hair, get dressed, wash their hands. These are positive lessons for all children especially children with autism to learn at an early age. Within the curriculum of Montessori, students use visual concepts to ensure understanding of the work and where it goes on the shelves. The pictures help students to learn what is expected of them while completing the task. After looking at Lillard (2012) study about the statistics of a classic Montessori classroom over the common preschool classroom I would like to know the effectiveness of teaching students with autism? Would the Montessori method have an effect on the way students with autism learn socially and impact the way they interact with their peers? Will students with autism be able to generalize with home and school if the materials are similar, for example, washing a glass in the classroom and at home?