The effect of web-based performance feedback-based coaching application for special education kindergarten teachers on the teachers' ability to teach social skills and the learning levels of students with autism specturum disorders on these

The purpose of this study was to examine the effect of a web-based online performance feedback-based coaching intervention (WPFSSEP-CI) on the social skills teaching skills of teachers in special education preschools and on the social skills learning levels of children with Autism Spectrum Disorder (ASD). For this purpose, a single-subject research model, multiple probe model with probe phase between participants and A-B model were used in the study. In the study, pre-test and post-test were applied to determine the level of teachers' knowledge of social skills teaching and the social validity of the application was examined by asking open-ended questions to the participant teachers and mothers of the participant children. Three teachers and 3 children with ASD aged between 4-6 years in their classrooms participated in the study. Within the scope of the study, a web page was developed to provide social skills training and performance feedback for participating teachers, and the research process was conducted through the web page. Social skills informative teacher training presentation and performance feedback sessions were conducted through the web page. In the study, the processes of videotaping teacher and child outcomes, analyzing the video recordings, and providing performance feedback to the teacher regarding the teaching behaviors he/she exhibited were repeated until the participant teachers reached independence in the implementation steps. The data obtained at the end of the study showed that the WPFSSEP-CI was effective on the ability of kindergarten teachers working in a special education kindergarten to teach social skills and on the participant children's learning levels of target social skills and that the results were generalizable. In the social validity data, it was seen that the teachers reported positive opinions about the content of the program, its presentation through the web page, and children's outcomes, and the mothers of the participant children reported positive opinions about the target social skills outcomes of the children. The purpose of this study was to examine the effect of a web-based online performance feedback-based coaching intervention (WPFSSEP-CI) on the social skills teaching skills of teachers in special education kindergartens and on the social skills learning levels of children with Autism Spectrum Disorder (ASD). For this purpose, a single-subject research model, multiple probe model with probe phase between participants and A-B model were used in the study. In the study, pre-test and post-test were applied to determine the level of teachers' knowledge of social skills teaching and the social validity of the application was examined by asking open-ended questions to the participant teachers and mothers of the participant children. Three teachers and 3 children with ASD aged between 4-6 years in their classrooms participated in the study. Within the scope of the study, a web page was developed to provide social skills training and performance feedback for participating teachers, and the research process was conducted through the web page. Social skills informative teacher training presentation and performance feedback sessions were conducted through the web page. In the study, the processes of videotaping teacher and child outcomes, analyzing the video recordings, and providing performance feedback to the teacher regarding the teaching behaviors he/she exhibited were repeated until the participant teachers reached independence in the implementation steps. The data obtained at the end of the study showed that the WPFSSEP-CI was effective on the ability of kindergarten teachers working in a special education preschool to teach social skills and on the participant children's learning levels of target social skills and that the results were generalizable. In the social validity data, it was seen that the teachers reported positive opinions about the content of the program, its presentation through the web page, and children's outcomes, and the mothers of the participant children reported positive opinions about the target social skills outcomes of the children.