An investigation of the supporti̇ve behaviors of language and communication skills used by teachers in their interactions with children with special needs between the of 30-72 month

In this study, it is aimed to determine how often individual course teachers working with special needs students use some of the behaviors that will support their language and communication skills during their interactions with their students; and how often special needs students use some of the communication functions and communication tools in interaction. The study group of this study, which is patterned with a singular screening model from screening models, is comprised of special needs children and individual course teachers who received educational support from special education and rehabilitation centers in Bursa province during the 2019-2020 and 2020-2021 academic years. The data were collected by observation technique using data collection tools developed by the researcher. The obtained data were analyzed by descriptive analysis method. The styling as a result of research which is the subject of research, descriptive speech, expansion, adding, becoming a model, mand+modeling, linguistic mapping, validation, mand/questions, mand/direct instruction giving, mand/presenting choices, mand/using incomplete sentences using all of the techniques used by the participating teachers, but differs in the frequency of use however, since the technique most widely used mand/direct instruction giving the least used technique is the extend. As a result of research which is the subject of research salutation-farewell, object request, service request, information request, object denial, denial of service, information export the object to refuse service delivery, information, inquiry, creativity, practice, comment, communication and unwanted behavior outside of all of the functions glance, gesture, sound, word, sentence of communication tools used by the participating children, but shows the difference of the frequency of usage, however, it was found that the most commonly used function is informing, the least used function is greeting-farewell, and the most used communication tool is gesture, and the least used communication tool is sentence. Finally, when the data obtained from teachers and children are interpreted together, it is thought that the techniques used by teachers during interaction affect the communication function and communication tool preferred by children. Keywords; Language teaching techniques, language and communication skills, adult-child interaction, communication acts, communication functions