An examination of the teaching methods and techniques used by teachers working with children with autism spectrum disorder in the preschool period

In this study, it was aimed to examine the educational methods and processes used by teachers working with preschool children with Autism Spectrum Disorder (ASD). The study was conducted using a case study design from qualitative research methods. The study was conducted with a total of ten teachers working in two special education kindergartens in Samsun and Istanbul, including five special education teachers, four preschool teachers, and one classroom teacher who had children with ASD in their classrooms. A semi-structured interview form developed by the researcher based on expert opinion was used as a data collection tool. In addition to the interview form, teachers' teaching plans and researcher diaries were used as data sources. The data obtained from the semi-structured interview questions were analyzed using descriptive analysis method and themes were formed. In addition, the data obtained from the teaching plans and observer diaries were also analyzed descriptively and compared with the interview data. When the findings of the study were examined, it was determined that teachers mostly encountered problem behaviors such as non-compliance with social rules, obsessions, aggression and temper tantrums; difficulties in language, communication and socialization, feeding problems and performance differences when working with children with ASD. Some of the teachers stated that they used evidence-based practices (EBPs) such as modeling, peer based instruction and simultaneous prompting, although these practices were not implemented systematically. However, in general, it was determined that teachers' knowledge of EBPs was limited. It was determined that traditional methods and materials were mostly preferred in the teaching process and that adequate adaptations were not made in teaching, material and evaluation processes. Teachers suggested that cooperation with families should be increased, class sizes should be reduced, level groups should be formed and teaching environments, materials and methods should be diversified.