Paper Title
The Effectiveness of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH) Program to Increase Self-Regulation of Students with Autism Spectrum Disorders (ASDs) in Primary School

Abstract
The purpose of this research was to study the effect of using TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) program to increase self-regulation of students with autism spectrum disorders in an inclusive primary school. Which was a group of high functioning autism that could be read, wrote and calculated and were studying full inclusion in an inclusive classroom. The samples were selected by purposive sampling. However, they had been still problems with self-regulation in the intention and response to learning while studying, group work and participate in classroom activities and submitting the work in a timely manner. This was a behavior that made them irresponsible for learning, seeking knowledge on their own and to control behaviors for success in the classroom. The research tools consisted of; (1) the media and devices according to TEACCH program (2) the Individual Implementation Plan (IIP) to increase self- regulation and (3) the prompt observation form. The experimental research was a single subject design with reversal design or A-B-A-B design. The researcher spent time by observing and recording in 4 periods; the first period was baseline (A1), the second period was action period (B1), the third period e was withdrawn (A2) and the final period was action period (B2). The data were collected, analyzed, percentage, mean, slope of the graph, and descriptive descriptions. The result showed that the students with autism spectrum disorders tend to be more attentive and responsive to learning while studying. The aspect of group work and participation in classroom activities and the aspect of timely submission of assignments in the action period (B1), withdrawal period (A2) and action period (B2) increased self-regulation significantly. Also, the stimulation of students with autism was low at the start, moderate during the action (B1) and with draw (A2) periods, and high during the action (B2). There had been no prompting. This was a behavior that students with ASDs could better self-regulation. Keywords - TEACCH, Self-regulation, Autism, Students with Autism Spectrum Disorders, ASD