The effectiveness of constant time delay procedure in teachi̇ng discrimination skills to chi̇ldren wi̇th autism spectrum disorders in small group teaching instruction

The aim of this study was to investigated, the effectiveness of constant time delay procedure in teaching different groups of question with Autism Spectrum Disorders in small group teaching instruction. The research was conducted with one girl and two boys with ASD, whose age ranging 5-6 and and six normally developed peers. In the study, all of children who had taken part in the research, 'who?', 'where?', ' what does he do?', 'who is (related actions) do?', ' (where the prefession is made) who does work?' verbally answering questions was taught. In this study, multiple probe design with probe trials, which is one of the single subject designs, was used. Results of the study show that all of the participants learned target skills, generalizated these skills to different settings and materials, and maintained 1, 2 and 4 weeks after the study finished. Observational learning data has varying about the participants however all of the participant have learned some of their peers target skills.Social validity findings of the study, the data were collected through social comparision shows that the same level of the performance with their peers with normal developmental children. Social validity data collected from parents and teachers Show that the study is positive.