The efficiency of teaching with simultaneous prompting? To children with Autism Spectrum Disorder to acquire the skill of describing people

This study aimed to examine the effectiveness of simultaneous prompting teaching method on children with ASD to acquire the skills of describing people, the level of preserving the skills of the participants to describe the people they gained after the implementation ended, and the level of generalization to different people and different environments. In this study, a multiple probe model with probe phase between participants, which is one of the single-subject research models, was used. Four children with ASD, aged 5-10 years, participated in the study. Inter-observer reliability and application reliability data were collected at each stage of the study. Social validity data were collected from the parents and teachers of the four participants who participated in the study to determine their views on the research. While the inter-observer reliability coefficient of the study was calculated as 97.75%, the coefficient of the application reliability data was obtained as 96.65%. The effect size of the study was calculated with the Tau-U method, which is one of the methods based on non-overlapping data. Accordingly, the effect size Tau-U value of the application was calculated as 0.8131 which indicates a medium effect size. At the end of the research, it was seen that the application performed with simultaneous prompting of the participants was effective in developing the skills of children with ASD to describe people and that they were able to generalize these skills to different environments and to different people, and they were able to maintain these skills 7, 14 and 21 days after the implementation ended.