Technology-assisted education and applications in science teaching to individuals with autism spectrum disorder: Scratch example

In this study, it was aimed to observe the effectiveness of systematic instruction using Scratch in teaching individuals with ASD the skills of naming the elements of a simple electrical circuit on picture cards and conducting a simple electrical circuit preparation experiment using a tablet computer, and to determine the opinions of the individuals with ASD and their science teachers about the research. In the systematic teaching process, fixed waiting time delay method was used. The study used flashcards to teach the names of science concepts to students with autism spectrum disorder and the Scratch program to teach the construction of science experiments. However, in the teaching sessions of the study, participants were provided with non-targeted knowledge about the science concepts studied. The participants of the study were four students diagnosed with autism spectrum disorder between the ages of 12-15 who were attending inclusive education at the secondary school level. In order to test the effectiveness of the systematic instruction provided to the participants, the multiple probe model with probe between participants, one of the single-subject experimental research designs, was preferred. In order to test the effectiveness of the systematic instruction provided to the participants, the multiple probe model with probe between participants, one of the single-subject experimental research designs, was preferred. The effectiveness findings show that the systematic teaching process presented to the participants was effective in teaching the targeted science concepts and science experiments. It was determined that both the skill of naming the elements of a simple electrical circuit presented with flashcards and the skill of conducting a simple electrical circuit preparation experiment presented in the Scratch program could be maintained and generalized to different materials after they were acquired. The findings related to untargeted knowledge gains show that three of the participants acquired all the untargeted knowledge gains related to simple electrical circuit elements, and one participant performed at the 80% level. In the social validity findings collected from both the participants themselves and their science teachers, it was determined that the systematic instruction presented through picture cards facilitated the teaching of the concepts of the science course. In addition, in the social validity findings, it was stated that the science experiment conducted through the Scratch program made the teaching more fun and practical, and it was seen that they presented positive opinions about the efficiency of the teaching. Systematic instruction using picture cards and the Scratch program was found to be effective in teaching students with autism spectrum disorder the skills of naming the elements of a simple electrical circuit and conducting a simple electrical circuit preparation experiment. In addition, it was determined that the participants maintained these skills eight weeks after the end of the intervention. In future studies, activities to be designed with the Scratch program or a different software program using a tablet computer can be used in teaching many skills such as daily life, self-care, communication, academic and social skills to individuals with autism spectrum disorder or other individuals with special needs, and studies examining the effectiveness of teaching these skills can be planned.