The effect of the coordinative education program for children with common developmental disorders on the social behavior of children

This study was carried out to examine the effect of an individualized coordination education program prepared for children with autism spectrum disorder on the social behaviors of 3 children diagnosed with autism spectrum disorder. For this purpose, three children, two five years old and one seven years old, diagnosed with autism spectrum disorder were included in the study. The research was designed with action research, which is one of the qualitative research methods. Within the scope of the study, an eight-week individualized coordinative education program was prepared and each child received an individualized coordinative education program for 30 minutes three days a week. In the study, study data were obtained through video recording, field notes, diary, thesis monitoring committee meetings, validity committee meetings and semi-structured interviews. By watching the video recordings week by week, the development of the students was evaluated in the list, and then the behaviors from which numerical data were obtained were plotted, and the visible changes were tabulated by indicating the period during which the behavior was observed. As a result of the study, in Ziya's behaviors of attacking, yelling, whining, complaining, looking when called, correcting his behavior as desired, bursting in anger, looking at the space in a meaningless way, waving his hands without purpose, refusing to participate in activities, interacting with the teacher, not reacting to his name; In Mahmut's behavior of turning around, not looking when called, interacting with his teacher, not reacting to his name; There has been a decrease in Yasin's complaining and observable negative behaviors. As a result, content analysis revealed that the individualized coordinative education program improved the social behaviors of children with autism spectrum disorder.