The effectiveness of teaching with discrete trials in teaching children with Autism Spectrum Disorder the skill of showing the named action on a visual

In this study, the effectiveness of teaching with DTT in teaching the skill of "showing the named action on a visual" to children with ASD was investigated. The study, which was designed with the multiple probe between subjects model, one of the single-subject research methods, was conducted with 3 children with ASD aged between 5 and 7 years. The dependent variable of the study was the behavior of showing the named action by pointing among the visuals or touching the card. The independent variable was the DTT method presented to the participant children during the teaching practices. The findings show that the DTT was effective in teaching children with ASD the skill of showing the named action on a visual and that 1, 3, and 4 weeks after the end of the instruction, the children retained the target skill they learned and acquired the non-targeted information stimuli presented during the DTT.