The effects of teaching process with computer-based activity schedules on the schedule following and pretend play skills of children with ASD

The purpose of the study was to investigate the effects of video-enhanced activity schedules instruction on the computer on the acquisition, maintenance and generalization of schedule following and pretend play skills of children with ASD. In addition to these aims, social validity aspect of the study was investigated.. The opinions of the parents of students and special education teachers working at a private special education school regarding the teaching process with video-enhance activity schedules on computerwere obtained via delivery social validity form.Three male children and one female child with ASD whose ages ranged from 5 to 8 participated in this study. Functional relationship was established by using the multiple probe design across subjects design.The findings of the study showed that video-enhanced activity schedules instruction on the computer was effective in teaching the schedule following skill as well as three pretend play (tea time, barber and train) skills to four children with ASD participated in the study. Moreover, the schedule following and pretend play skills were maintained and generalized across different settings and materials as well as the schedule following skill was generalized from the computer activity schedule to the notebook activity schedule.The social validity findings of the study indicated that the opinions of parents and special education teachers regarding the teaching process of the study were very positive overall. Adiscussion was developed based on the findings of the study and recommendations were made.