Gaining the ability to start verbal communication for children with autism spectrum disorders through activity schedules and scripts and script-fading

This study was planned to determine whether the students who have Autism Spectrum Disorder have been effective in gaining the ability to initiate verbal communication about activities through activity schedules and Scripts and Script-fading. In order to reach the aim of the research, a multi- participant and multi-probe model was used. Research; The study was carried out with 3 male students aged between 8-10 years who were educated in a school affiliated to the Ministry of National Education. The dependent variables of the study, the level of learning verbal communication skills and activity schedule follow-up. Scripts and Script-fading for the ability of verbal communication initiation of independent variables; For the ability to follow the activity schedule, it is the method of presenting the hint and withdrawing the hint. To evaluate the effectiveness of teaching with activity schedules and Scripts and Script-fading; teaching, monitoring and generalization sessions were organized. Inter-observer reliability data and application reliability data were collected in the study. The findings of the study indicated that the participants learned the teaching of the Scripts and Script-fading and activity schedule and the ability to follow verbal communication and follow-up the activity on the activities to meet the criteria. showed that they have been able to generalize these skills one week or two after the end of the teaching sessions / application and generalize the skills they have learned with different tools. In the social validity data, parents stated that they were satisfied with the education given to their children and that they contributed positively to their children. Keywords: Autism Spectrum Disorder, Verbal Communication Initiation, Scripts and Script-fading, Activity Schedule