TEACHING APPLIED SOCIAL AND COMMUNICATION SKILLS IN AUTISM...

Content

Weeks	Topics
1. Weeks	Introduction – Course Overview and General Information The objectives, weekly structure, and evaluation criteria of the course are explained. The importance and role of social and communication skills for individuals with Autism Spectrum Disorder (ASD) are discussed. The targeted implementation process within the course is introduced.
2. Weeks	Fundamental Concepts and Teaching Methods Social and communication skills are defined. Types of skills to be taught (e.g., joint attention, turn-taking, requesting) are examined. Basic teaching methods used in the instruction of these skills are introduced.
3. Weeks	Student Selection and Observation – Performance Assessment Process The student for the implementation is selected. The student’s existing social and communication skills are observed. Evaluations are conducted using various tools, and the student’s performance level is analyzed. Effective reinforcers are identified.
4. Weeks	Target Behavior and Program Preparation – Developing a Skill Teaching Program Based on observation data, the target skill to be taught is determined. The behavior is defined in observable and measurable terms. An appropriate teaching method and reinforcement schedule are selected, and an individualized skill teaching program is written.
5. Weeks	Writing the Skill Teaching Program The skill teaching program for the target behavior is prepared. After obtaining the instructor’s approval, the implementation process begins.
6. Weeks	Program Implementation – Week 1 The prepared teaching program is put into practice. Initial sessions focus on assessing baseline performance and conducting pre-test generalization sessions. Subsequently, teaching, maintenance, and generalization sessions are conducted. The student’s performance is monitored and recorded.
7. Weeks	Program Implementation – Week 2 The implementation process continues. Teaching steps are sustained, the student’s behaviors are observed, and data collection continues. Adaptations are made if necessary.
8. Weeks	Program Implementation – Week 3 The student’s progress in acquiring the target skill is monitored. Daily observations are maintained, and data are regularly transferred to graphs. Feedback from the family and teacher is collected and evaluated.
9. Weeks	Program Implementation – Week 4 The student’s progress in acquiring the target skill is monitored. Daily observations are maintained, and data are regularly transferred to graphs. Feedback from the family and teacher is collected and evaluated.
10. Weeks	Program Implementation – Week 5 The development of the skill is analyzed using graphs. The implementation process is monitored, and data continue to be supported with graphical representations.
11. Weeks	Program Implementation – Week 6 Graphical analyses of the student’s skill acquisition continue. The teaching process is observed, and records are kept up to date.
12. Weeks	Program Implementation – Week 7 As the teaching program nears completion, the student’s performance in the target skill is closely monitored. Graphical data are updated, and detailed implementation notes are recorded.
13. Weeks	Program Implementation – Week 8 The final teaching and monitoring sessions are conducted. Final data are collected, and graphs are completed. The overall process is reviewed, and the program is concluded. If skill acquisition has been achieved, generalization sessions begin to evaluate whether the student demonstrates the target skill across different people, settings, and materials. Monitoring data are collected.
14. Weeks	Evaluation of the Implementation – Writing the Final Report The entire program process is evaluated. Students write individual final reports, including the student’s progress in acquiring the target skill, the implementation process, methods used, and recommendations. Feedback is provided to the family and teacher. Students present their implementations in class.