Effectiveness of schema-based teaching strategy in teaching problem-solving skills to students with autism spectrum disorder

In this study, the teaching of problem solving skills in individuals with ASD schema-based instructional strategy the effectiveness of schema-based teaching strategies for generalizing the effect of different environments and teaching people, teaching was over after ten, twenty, and thirty days after the persistence and the effect of schema-based instructional strategies to determine the social validity is intended to examine the views of teachers. This research was conducted using a multiple problem design from single-subject research patterns. Grouping diagram was used in this study, where problems of grouping type were used. Four male students, one of whom was a pilot, aged between 14 and 16, partipicated in this study. The research process consist of initiation level, teaching, monitoring and generalization sessions. In this study, the initiation level, teaching, monitoring data recorded in data collection forms were analyzed by graphical analysis method. Generalization data of the study were collected by organizing as pretest-posttest sessions and the findings were shown on figures. In addition, social validity data was collected from students' teachers in order to determine the social valisity of the research. A study of the research findings showed that the schema-based teaching strategy was effective in teaching OSB inviduals the ability to solve addition and subtraction problems and a significant increase in the problem-solving performance of all three partipicants were achieved. It was observed that this acquired skill was preserved after 10, 20 and 30 days that the problem-solving skills of these individuals could generalize to other environments and people and that the teachers' view on social validity were positive. KEYWORDS: Autism Spectrum Disorder, Solving Problem, Schema Based Staregy, Multiple Problem Design