{"id":4608,"date":"2025-10-01T20:37:23","date_gmt":"2025-10-01T18:37:23","guid":{"rendered":"https:\/\/tohumotizm.org.tr\/?page_id=4608"},"modified":"2026-09-02T17:37:29","modified_gmt":"2026-09-02T15:37:29","slug":"egitim-terapi-ve-tedavi-uygulamalari","status":"publish","type":"page","link":"https:\/\/tohumotizm.org.tr\/eng\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/","title":{"rendered":"Education, Therapy and Treatment Practices"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"4608\" class=\"elementor elementor-4608\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-6ffc95f elementor-section-height-min-height elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"6ffc95f\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t\t<div class=\"elementor-background-overlay\"><\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-no\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-76bd3ac\" data-id=\"76bd3ac\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-8091ab3 elementor-icon-list--layout-inline elementor-tablet-align-center elementor-list-item-link-full_width elementor-widget elementor-widget-icon-list\" data-id=\"8091ab3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-list.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<ul class=\"elementor-icon-list-items elementor-inline-items\">\n\t\t\t\t\t\t\t<li class=\"elementor-icon-list-item elementor-inline-item\">\n\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-icon-list-text\">What is Autism?<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-4b48817 elementor-widget elementor-widget-heading\" data-id=\"4b48817\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">Education, Therapy and Treatment Practices<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t<div class=\"elementor-element elementor-element-507959cc e-flex e-con-boxed e-con e-parent\" data-id=\"507959cc\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-392d730b elementor-widget elementor-widget-text-editor\" data-id=\"392d730b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">Educational, therapeutic, and treatment practices used in the field of autism spectrum disorder are quite diverse. New ones are added to these practices every day. In order to understand whether a practice is truly beneficial for individuals with autism, this practice must be scientifically evaluated and accepted. <\/span><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-20c80ea e-con e-atomic-element e-grid-base e-20c80ea-9d5ef79\" data-id=\"20c80ea\" data-element_type=\"e-grid\" data-e-type=\"e-grid\" data-interaction-id=\"20c80ea\">\n    \t\t<div class=\"elementor-element elementor-element-54ad34e elementor-widget elementor-widget-text-editor\" data-id=\"54ad34e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">For an application to be scientifically accepted, it must be supported by research with two fundamental characteristics:\u00a0<\/span><\/p><ul><li><span style=\"font-weight: 400;\">being examined through a scientific study conducted on individuals with autism, showing the effect of the applied practice within a cause-and-effect relationship,\u00a0<\/span><\/li><li><span style=\"font-weight: 400;\">This research having been reviewed by scientists who are experts in their field and published in a peer-reviewed scientific journal.\u00a0<br \/><\/span><\/li><\/ul><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f35eed6 elementor-widget elementor-widget-text-editor\" data-id=\"f35eed6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><img fetchpriority=\"high\" decoding=\"async\" class=\"alignnone wp-image-10989 size-full\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png\" alt=\"\" width=\"1233\" height=\"657\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png 1233w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan-300x160.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan-1024x546.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan-768x409.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan-600x320.png 600w\" sizes=\"(max-width: 1233px) 100vw, 1233px\" \/><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\n<\/div>\n\t\t<div class=\"elementor-element elementor-element-4d9316b elementor-widget elementor-widget-text-editor\" data-id=\"4d9316b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<section class=\"card\"><p><span style=\"font-weight: 400;\">This classification, based on scientific impact, aims to serve as a guide for parents and educators so they can choose the safest and most effective practices for their children. As families and educators, always pay attention to the scientific impact when choosing an application for your child. <\/span><b>Practices with weak scientific impact can lead to a waste of time, effort, and resources, and in some cases, can also be risky for the child.<\/b><\/p><\/section>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-34f2f0a e-flex e-con-boxed e-con e-parent\" data-id=\"34f2f0a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4f0c0a02 elementor-widget elementor-widget-heading\" data-id=\"4f0c0a02\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Educational Practices<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-245dc57a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"245dc57a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7e7bf59c elementor-widget elementor-widget-n-accordion\" data-id=\"7e7bf59c\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2120\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2120\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Applied Behavior Analysis <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2120\" class=\"elementor-element elementor-element-19af987e e-con-full e-flex e-con e-child\" data-id=\"19af987e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-65b31c5d elementor-widget elementor-widget-text-editor\" data-id=\"65b31c5d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Applied behavior analysis (ABA) is a discipline that encompasses applications based on behavioral psychology theories. Applied behavior analysis\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">(ABA) objectively analyzes a child's behaviors and the environmental characteristics associated with those behaviors. It is thought that many behaviors are rewarded or punished by the environment in some way. Therefore, by using various reward mechanisms (reinforcement) and, when strictly necessary, some deterrent mechanisms (e.g., taking back points the child has earned), attempts are made to increase appropriate behaviors and decrease inappropriate behaviors. Examples of behaviors targeted for increase in children with autism include imitation skills, joint attention skills, social skills, communication skills, play skills, and self-care skills; examples of behaviors targeted for decrease include obsessive behaviors and self-injurious or destructive behaviors toward the environment. In ABA studies for children with autism:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Every waking moment of the child,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">targeting all of the child's behaviors,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">In all the environments where the child spends their life,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">By all important people in the child's life,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Education starting at the earliest possible age, implemented for at least 20 hours a week, is targeted.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">The ultimate goal of ABA for children with autism is for them to reach a level where they can participate in inclusive educational programs alongside their peers. Compared to other approaches applied to children with autism, ABA stands out as the most robust practice whose success has been scientifically demonstrated through research.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">To get more detailed information about teaching practices based on Applied Behavior Analysis <\/span><strong><a href=\"https:\/\/tohumotizmportali.org\/anasayfa\" target=\"_blank\" rel=\"noopener\">TOHUM Autism Foundation Training Portal <\/a><\/strong><span style=\"font-weight: 400;\">Please review.\u00a0\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">ABA includes a wide variety of teaching practices, and these practices are used to teach different skills in the education of children with autism. The main headings of these practices are briefly explained below.<\/span><\/p><p><span style=\"font-weight: 400;\">For more detailed information about the applications <strong><a href=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\">Education, Therapy, and Treatment Practices in Autism Spectrum Disorder<\/a><\/strong> You can review our booklets:\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-66d64b4 elementor-widget elementor-widget-n-accordion\" data-id=\"66d64b4\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1070\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1070\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Discrete Trial Teaching <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1070\" class=\"elementor-element elementor-element-b8c9c0d e-con-full e-flex e-con e-child\" data-id=\"b8c9c0d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-d7e8438 elementor-widget elementor-widget-text-editor\" data-id=\"d7e8438\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Discrete Trial Training, also known as the Lovaas method, is the presentation of many teaching presentations one after another in a one-on-one teaching session. In these presentations, a question, instruction, or material is directed at the child, and a response is expected from the child in return. While correct responses from the child are reinforced, incorrect responses are ignored or corrected. In practice, the arrangements to be made before the behavior (e.g., preparing materials) and after the behavior (e.g., collecting data) are systematically planned and implemented. With this system, various skills from many developmental domains can be taught to children with autism. Discrete Trial Training can be used together with other practices such as prompting and reinforcement strategies, task analysis, and time delay instruction. The effectiveness of Discrete Trial Training in acquiring critical skill areas for children with autism, such as imitation, matching and classification, receptive language, play, and self-help skills, has been demonstrated by various studies.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/discrete-trial-instruction\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/discrete-trial-instruction\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/asamali-yardimla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/asamali-yardimla-ogretim<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1071\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1071\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Differential Reinforcement <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1071\" class=\"elementor-element elementor-element-c47c0c4 e-con-full e-flex e-con e-child\" data-id=\"c47c0c4\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6566aa4 elementor-widget elementor-widget-text-editor\" data-id=\"6566aa4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Differential reinforcement is a systematically used practice to decrease problem behaviors while simultaneously increasing one or more appropriate behaviors, and ensuring that the child responds correctly\u2014in other words, makes a discrimination\u2014in the presence of a stimulus (such as a question or instruction). In this practice, correct and desired behaviors are reinforced, while no reinforcement is provided when the problem behavior is displayed. Differential reinforcement is considered one of the gentlest ways to intervene with a child and is effective in reducing certain problem behaviors. If problem behaviors persist despite environmental adjustments and precautions taken, differential reinforcement can be applied. Differential reinforcement can be used in various ways. The main goal of the practice is to replace the problem behavior with a more appropriate one. To achieve this, the following paths can be followed:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The child is encouraged to express the same need through a more appropriate behavior. For example, if the child asks for help by raising their hand instead of getting up, this behavior is reinforced.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">An appropriate behavior that is impossible to perform at the same time as the problem behavior is reinforced. For example, instead of getting up and wandering around the classroom during a lesson, staying seated is reinforced.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Performing some behaviors very frequently can cause problems. In this case, reducing the frequency of the behavior is supported. For example, brushing teeth is healthy; however, if done 8-10 times a day, it can be harmful. In this case, the goal is to reduce the number of brushings to 2-3 per day.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reinforcement is provided when the child does not exhibit the problem behavior at all for a specified period of time. For example, a child who bites their hand every 10 minutes is reinforced if they do not bite their hand at all for an initial period of 2-3 minutes. This duration is gradually increased over time.<\/span><\/li><\/ul><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1072\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1072\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Behavioral Momentum Application  <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1072\" class=\"elementor-element elementor-element-8ccb4e8 e-con-full e-flex e-con e-child\" data-id=\"8ccb4e8\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e5a9c49 elementor-widget elementor-widget-text-editor\" data-id=\"e5a9c49\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Behavioral Momentum Intervention is presenting a high-probability request before a low-probability request during instruction, or ordering requests from easy to hard. High-probability requests are instructions that suit the child's interests and developmental characteristics, which they can do easily and willingly, questions they can answer, or tasks they can complete. Low-probability requests, on the other hand, are instructions, questions, or tasks that the child will struggle with or prefer not to do. It is an effective practice used to reduce difficulties, especially during transitions in children with autism, and to make learning more fluent. In behavioral momentum intervention, the child is first given a few easy and familiar instructions back-to-back. Immediately after successfully completing these instructions, a more difficult instruction targeting the desired skill is presented. This sequence ensures the reinforcement of the child's habit of responding correctly and helps the child perform the targeted behavior.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Evidence-based practices I: Focused interventions. In B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M.\u00c7. \u00d6k\u00e7\u00fcn Ak\u00e7amu\u015f (Eds.). <\/span><i><span style=\"font-weight: 400;\">From Diagnosis to Intervention Autism Spectrum Disorder Handbook<\/span><\/i><span style=\"font-weight: 400;\"> (pp. 505-567). Academic Vizier.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1073\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1073\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Natural Instruction <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1073\" class=\"elementor-element elementor-element-1bacf30 e-con-full e-flex e-con e-child\" data-id=\"1bacf30\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-da7e4bc elementor-widget elementor-widget-text-editor\" data-id=\"da7e4bc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Naturalistic Interventions refer to the embedding of skills and behaviors targeted for children with autism into daily life activities and routines based on ABA principles, utilizing strategies such as environmental arrangement and reciprocal interaction. In accordance with the child's interests and needs, environmental modifications are made in natural settings such as home and school, and the child is encouraged to exhibit the desired behavior. When the child displays the behavior, they are enabled to receive natural reinforcers that are appropriate for their age and context. Research shows that naturalistic teaching practices contribute to skill areas such as academics, language, and play in children with autism.<\/span><\/p><p><span style=\"font-weight: 400;\">There are different types of naturalistic teaching practices. These include incidental teaching and the mand-model procedure. In addition, pivotal response training is considered within the naturalistic teaching approach. This practice is also based on ABA principles and offers natural and interactive teaching opportunities tailored to the interests and motivations of children with autism. The purpose of pivotal response training is to equip children with autism with numerous skills to support their development and to provide opportunities for them to use these skills in daily life and natural environments. <\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/pivotal-response-trainingtreatment-prt-natural-language-paradigm-nlp\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/pivotal-response-trainingtreatment-prt-natural-language-paradigm-nlp\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1074\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"5\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1074\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Teaching with Activity Schedules <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1074\" class=\"elementor-element elementor-element-511f54f e-con-full e-flex e-con e-child\" data-id=\"511f54f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-46dab37 elementor-widget elementor-widget-text-editor\" data-id=\"46dab37\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Visual supports are visual tools that enable children with autism to independently follow events, activities, transitions, and routines during various activities, and show them the behaviors targeted for teaching. These visuals include applications such as pictures, written words, organizing the environment with visual labels or boundaries, concept maps, schedules, and script instruction. One of the most frequently used applications among visual supports is activity schedules.<\/span><\/p><p><span style=\"font-weight: 400;\">In the practice of teaching with activity schedules, the skill to be acquired by a child with autism is broken down into small steps, and a visual schedule depicting each step is prepared (for example, a notebook created with photographs). The child is asked to follow this schedule. For example, by turning the pages of the notebook, the child sees the next step and acts in accordance with the photograph there. During this process, physical prompts can be used to help the child execute the steps. Activity schedules are an effective practice for children with autism to perform self-care, daily living, and leisure skills without depending on others. These schedules not only increase independence; they also offer children opportunities to make choices, can increase social interaction, and help them follow their daily plans more easily by reducing anxiety. Depending on the child's characteristics, activity schedules:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Single-page or multi-page,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00a0formed with written or visual materials,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It can be prepared using a computer or other technological tools.<\/span><\/li><\/ul><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/activity-schedules\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/activity-schedules\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/temel-becerileri-kazandirmak\/etkinlik-cizelgesi-takipetme-ve-secim-yapma\/etkinlik-cizelgeleri-ve-onemi\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"><strong>https:\/\/www.tohumotizmportali.org\/egitimler\/temel-becerileri-kazandirmak\/etkinlik-cizelgesi-takipetme-ve-secim-yapma\/etkinlik-cizelgeleri-ve-onemi<\/strong><\/span><\/a><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1075\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"6\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1075\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Opportunistic Teaching <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1075\" class=\"elementor-element elementor-element-0668f74 e-con-full e-flex e-con e-child\" data-id=\"0668f74\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3eb3077 elementor-widget elementor-widget-text-editor\" data-id=\"3eb3077\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Incidental Teaching is used to help children with autism or communication difficulties acquire or develop verbal or non-verbal communication skills. Incidental teaching practices are based on utilizing the child's interests to encourage them to say or do something. To this end, environmental arrangements are made to lay the groundwork for the child to initiate communication. For example, a toy that the child loves very much is placed in a place where the child can see it but cannot reach it. When the child attempts to reach for the toy, they are encouraged to exhibit a verbal or gestural communication behavior to request the toy. The child's communication efforts are reinforced by giving them the opportunity to obtain what they want. Increasingly advanced communication behaviors are expected from the child, and the child is provided with models when necessary.<\/span><\/p><p><span style=\"font-weight: 400;\">Incidental teaching is one of the natural teaching practices based on ABA, and like other ABA-based teaching practices, teaching is carried out through consecutive trials. However, in these trials, the child is not presented with a skill prompt (for example, a question or instruction) to perform the target behavior; the child's communication attempt initiates the trial. For the practice to be effective, it is important that the child enjoys the interaction during teaching.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Single-page or multi-page,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00a0formed with written or visual materials,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It can be prepared using a computer or other technological tools.<\/span><\/li><\/ul><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizmspektrum-bozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakliuygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1076\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"7\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1076\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Providing a Hint <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1076\" class=\"elementor-element elementor-element-2627f0d e-con-full e-flex e-con e-child\" data-id=\"2627f0d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0d461fb elementor-widget elementor-widget-text-editor\" data-id=\"0d461fb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Prompting is the assistance provided to a child just before the behavior is exhibited, in order for them to perform the behavior desired to be acquired. Providing an effective prompt means ensuring the child gives the correct response while intervening as little as possible. Prompts can be used in an order ranging from the most directive (most restrictive) prompts to the least directive (least restrictive) prompts, depending on the degree of assistance provided to the child. This ordering should be planned according to the child's needs. The types of prompts, ranging from the most directive prompt type to the least directive prompt type, can be listed as follows:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Physical Clue:<\/i><\/b><span style=\"font-weight: 400;\"> It is a prompt provided to the child through physical contact\/touch to help teach a behavior. Physical prompts are divided into two categories: full physical prompts and partial physical prompts. In a full physical prompt, the behavior is made to be performed by the child with complete control; for example, taking the object by holding over their hand. In a partial physical prompt, lighter assistance is provided for the child to exhibit the behavior; for example, guiding the child'arm toward the object.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Model Tip:<\/i><\/b><span style=\"font-weight: 400;\"> It is the exhibition of the desired behavior by an adult or a peer for the purpose of prompting.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Visual Cue: <\/i><\/b><span style=\"font-weight: 400;\">They are visual tools, such as photographs or written instructions, that help the child exhibit the behavior.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Verbal Cue: <\/i><\/b><span style=\"font-weight: 400;\">It is providing verbal prompts such as explaining, giving instructions, and asking questions in order to increase the likelihood that the child will perform the target behavior.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Gesture\/Sign Hint:<\/i><\/b><span style=\"font-weight: 400;\"> These are prompting procedures that involve using specific facial expressions or gestures, such as pointing, to indicate what is expected of the child.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Prompts should be used in situations where they direct the child's attention to the instruction and\/or the practitioner, and should be faded as soon as possible.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Depending on the presentation and fading characteristics of the prompt, there are various prompted instruction methods such as delayed prompting, simultaneous prompting, prompting with constant time delay (graduated guidance), prompting with increasing prompts, and progressive prompting. These practices are \u201c<\/span><b>errorless teaching practices<\/b><span style=\"font-weight: 400;\">\u201dis also called.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/eszamanli-ipucuyla-ogretim<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1077\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"8\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1077\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Functional Behavioral Assessment <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1077\" class=\"elementor-element elementor-element-ebfa5a9 e-con-full e-flex e-con e-child\" data-id=\"ebfa5a9\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f31ef55 elementor-widget elementor-widget-text-editor\" data-id=\"f31ef55\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Functional Behavioral Assessment was developed as an alternative to traditional behavior management systems. The purpose of this practice is to identify the situations (antecedents) that cause the problem behavior to occur and the situations that follow the behavior and increase the probability of it being repeated (reinforcing consequences). By determining what happens before and after the problem behavior, what this behavior serves\u2014in other words, its function\u2014is understood. With the behavioral intervention to be developed later, appropriate and acceptable behaviors that can serve the same function are taught to the child. Thus, the goal is not to eliminate the problem behavior, but to have it replaced by a more appropriate behavior.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The primary functions of problem behaviors;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">To gain the attention of others,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">gaining an object or event opportunity,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">To obtain sensory pleasure,<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It is escaping from unwanted activity, attention, or sensory stimulus.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Research shows that common problem behaviors in children with autism generally serve the first three functions, while self-stimulatory behaviors primarily have the function of obtaining sensory pleasure. In teaching appropriate behaviors for these functions, behavior-increasing techniques, particularly reinforcement (e.g., shaping and chaining), are used.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-assessmentanalysis\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-assessmentanalysis\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1078\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"9\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1078\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Functional Communication Training <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1078\" class=\"elementor-element elementor-element-ae80768 e-con-full e-flex e-con e-child\" data-id=\"ae80768\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0f303d3 elementor-widget elementor-widget-text-editor\" data-id=\"0f303d3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Functional Communication Training is an application that aims to teach the child communication skills that serve the same purpose as the problem behavior, thereby replacing the problem behavior with more appropriate and useful ways of communication. This application is used effectively, especially when the child exhibits inappropriate behaviors such as screaming, pulling, or throwing tantrums to express their desires. The following steps are followed during the application:;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">First, the purpose served by the problem behavior exhibited by the child is determined. For example, to gain attention, to obtain something, or to escape from an undesirable situation.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Next, an appropriate communication method is chosen that can serve the same function as the problem behavior. This communication behavior can be verbal expressions, gestures, or alternative communication systems.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The selected communication behavior is taught to the child.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">When the child uses this new communication skill, natural reinforcement is provided. For example, they are helped to obtain the desired object or activity.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">However, when the child makes a request by screaming or throwing a tantrum as they did before, they are not given the opportunity to get what they want. <\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">During the implementation of functional communication training, the most important point is that the targeted communication skill is appropriate for the child's performance and serves the same purpose as the problem behavior.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-communication-training-fct\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/functional-communication-training-fct\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-1079\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"10\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-1079\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Be a role model <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-1079\" class=\"elementor-element elementor-element-3c11295 e-con-full e-flex e-con e-child\" data-id=\"3c11295\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7a37dae elementor-widget elementor-widget-text-editor\" data-id=\"7a37dae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Typically developing children learn many behaviors spontaneously by modeling, observing, and imitating their parents, siblings, peers, and teachers. However, in order for children with autism to be able to model and imitate, they must be taught which skill to imitate and be helped to direct their attention to the model's behavior.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Modeling can be done in two ways:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Being a live model (Modeling):<\/i><\/b><span style=\"font-weight: 400;\"> The direct exhibition of a behavior by a person.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Video Modeling:<\/i><\/b><span style=\"font-weight: 400;\"> Demonstration of behavior via a video recording.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">the instructional practice carried out when video modeling is preferred <\/span><b>teaching with video model<\/b><span style=\"font-weight: 400;\"> It is called video modeling. In teaching with a video model, the child watches the skills planned to be learned, for example, the skills of engaging in pretend play with farm animals, from a video. While watching, the same tools are placed in front of them. Through physical prompts presented from outside the child's field of vision, the child is enabled to do the exact same things they watched in the video.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">The benefits of video-based instruction include being able to use it repeatedly after the recordings are made, being applicable to different children who need to be taught the same behaviors, and being successfully implemented by individuals such as parents and siblings. There is a great deal of research showing that video-based instruction is effective in acquiring social, communication, play, self-help, and daily living skills.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/video-modeling\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/video-modeling\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizm-spektrumbozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakli-uygulamalar\" target=\"_blank\" rel=\"noopener\">https:\/\/tohumotizmportali.org\/egitimler\/otizm-spektrum-bozuklugunu-anlamak\/otizm-spektrumbozuklugunda-egitim-tedavi-ve-terapi-secenekleri\/egitim-temelli-bilimsel-dayanakli-uygulamalar<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10710\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"11\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10710\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Antecedent-Based Interventions <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10710\" class=\"elementor-element elementor-element-3d7b10c e-con-full e-flex e-con e-child\" data-id=\"3d7b10c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-069e615 elementor-widget elementor-widget-text-editor\" data-id=\"069e615\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Antecedent-Based Interventions are practices that aim to reduce problem behaviors and\/or increase appropriate behaviors through adjustments made before the behavior occurs. They are used in conjunction with practices such as functional behavioral assessment, reinforcement, and extinction. These interventions focus on understanding why inappropriate behaviors occur and making adjustments to prevent them.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Among antecedent-based practices are strategies such as starting instruction with activities the child enjoys, offering choices among activities or materials, providing information to the child prior to an activity regarding how to complete it, making modifications to the child's schedule such as using different materials, utilizing visual supports to establish routines, and having the child engage in physical exercises like running or dancing before challenging activities.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10711\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"12\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10711\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Scripted Instruction <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10711\" class=\"elementor-element elementor-element-14ec593 e-con-full e-flex e-con e-child\" data-id=\"14ec593\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-200a7a2 elementor-widget elementor-widget-text-editor\" data-id=\"200a7a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Visual supports are visual tools that enable children with autism to independently follow events, activities, transitions, and routines during instruction, and show them the behaviors targeted for teaching. These visuals include applications such as pictures, written words, organizing the environment with visual labels or boundaries, concept maps, schedules, and script-fading instruction.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">One of the practices used among visual supports is script training. Script training (scripting) is used to teach children the skills of interacting, initiating, and sustaining conversations. In this practice, by having the child read or listen to and repeat written or verbal scripts (expressions), the child is provided with verbal communication skills and conversational skills appropriate for social settings.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Written or verbal script models are phased out over time. Thus, the child comes to use that expression at appropriate times without any assistance.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/scriptscript-fading-procedures\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/scriptscript-fading-procedures\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/replikli-ogretim-karsilikli-sohbet-etme\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/replikli-ogretim-karsilikli-sohbet-etme<\/a><\/strong><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10712\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"13\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10712\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Quenching <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10712\" class=\"elementor-element elementor-element-d81cf8d e-con-full e-flex e-con e-child\" data-id=\"d81cf8d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-2f7c04e elementor-widget elementor-widget-text-editor\" data-id=\"2f7c04e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Extinction is generally used in children with autism when problem behaviors are performed to gain attention or sensory stimulation. For example;<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">When the child throws toys (problem behavior), if the teacher comes over and pays attention to him, this behavior is reinforced by obtaining attention. For this behavior to be extinguished, the teacher must not show attention to the child in this situation.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">If the child repeatedly brings the scented eraser to their nose (problem behavior), this behavior may be maintained by a sensory reinforcer in the form of smelling the pleasant scent. For extinction, this scent must no longer be obtainable.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">For extinction to be effective, it must be applied decisively and consistently. However, an important point to remember is this: once the extinction procedure is initiated, the problem behavior may increase for a period and reappear in different forms. This is the expected initial effect of extinction. If this increase and diversification are at a level that cannot be managed or tolerated, extinction should not be applied. Furthermore, extinction alone does not teach the child new and appropriate behaviors. Therefore, it should always be used in conjunction with types of differential reinforcement. Thus, appropriate behaviors that the child can exhibit instead of the problem behavior are also taught.<\/span><\/p><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri#sondurme\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/problem-davranislarla-basacikmak\/problem-davranislari-azaltma-yontemleri#sondurme<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-10713\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"14\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-10713\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Chain <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2120 e-n-accordion-item-10713\" class=\"elementor-element elementor-element-4c74b29 e-con-full e-flex e-con e-child\" data-id=\"4c74b29\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-6aa14ec elementor-widget elementor-widget-text-editor\" data-id=\"6aa14ec\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Behaviors are divided into two categories: single-step behaviors and chained behaviors. Behaviors with easily distinguishable beginnings and endings, such as stopping when seeing a \u201cstop\u201d sign or pointing with the index finger to an object whose name is spoken, are called single-step behaviors. Behaviors that require multiple single-step behaviors to be performed consecutively in a specific order, such as washing one's face, riding a bicycle, and putting on socks, are called chained behaviors.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Task analysis is the process of ordering each step of a behavior in the sequence of its execution for teaching chained behaviors. Task analysis can be used in situations such as performing daily routines and following activities, like independent living skills (e.g., brushing teeth, making toast) and making the bed.<\/span><\/p><p><span style=\"font-weight: 400;\">After the task analysis is prepared, chaining instruction is applied in teaching. Chaining is one of the effectively used practices in teaching behaviors in many areas such as academic, social, and communication skills to children with autism. Chaining instruction can be implemented in three ways:<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Forward Chaining: <\/i><\/b><span style=\"font-weight: 400;\">In skill analysis, instruction begins with teaching the first step that the child is unable to perform, and once the child learns the step being worked on, instruction moves on to the next step. This process continues until all steps included in the skill analysis are taught.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Backward Chaining <\/i><\/b><span style=\"font-weight: 400;\">Instruction begins with the teaching of the last step that the child cannot perform in the task analysis, and once the child learns the step being worked on, teaching moves on to the previous step. This process is continued until all steps included in the task analysis are taught.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><b><i>Teaching All Steps Together:<\/i><\/b><span style=\"font-weight: 400;\"> All steps included in the task analysis that the child cannot perform are worked on within a single teaching trial, and instruction is provided. Therefore, in a teaching trial, instruction is delivered for all the steps that the child cannot perform independently in the task analysis.<\/span><\/li><\/ul><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/behavior-chaining\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/applied-behavior-analysisaba\/aba-techniques\/behavior-chaining\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/zincirleme-ogretimi\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/davranislari-yonetmek\/yeni-davranislar-kazandirma\/zincirleme-ogretimi<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2121\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2121\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Family-Based Practices <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2121\" class=\"elementor-element elementor-element-1554685 e-con-full e-flex e-con e-child\" data-id=\"1554685\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ed9b820 elementor-widget elementor-widget-text-editor\" data-id=\"ed9b820\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Parent-Implemented Interventions are programs that enable parents or other caregivers to participate as interventionists in the educational processes of their children with autism through training provided to them. In these interventions, parents receive training by participating in sessions organized in face-to-face or online settings, either individually or in group formats. Having learned specific strategies accompanied by teachers and specialists during the training process, parents aim to support their children's social, adaptive, and communication skills. During the implementation process, specialists utilize procedures such as modeling, coaching, and providing performance feedback to parents and caregivers.<\/span><\/p><p><span style=\"font-weight: 400;\">The most important feature of family-based practices is that, in addition to supporting the child's developmental process, they strengthen parent-child interaction, increase parents' self-confidence, and help create teaching opportunities within daily routines. These practices support children's social and communication skills, adaptive behaviors, imitation, play, and interaction skills. Thanks to these practices, the relationship that parents establish with their children becomes more positive. Practices in which families are direct implementers offer a holistic approach that supports the development and quality of life not only of the children, but of the entire family.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Evidence-based practices I: Focused interventions. In B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M. \u00c7. \u00d6k\u00e7\u00fcn Ak\u00e7amu\u015f (Eds.). <\/span><i><span style=\"font-weight: 400;\">From Diagnosis to Intervention Autism Spectrum Disorder Handbook <\/span><\/i><span style=\"font-weight: 400;\">(pp. 505-567). Academic Vizier.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.project-impact.org\/\" target=\"_blank\" rel=\"noopener\">https:\/\/www.project-impact.org\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><a href=\"https:\/\/www.triplep.net\/provider-training-find-a-course\/en\/triple-p-training\/\" target=\"_blank\" rel=\"noopener\"><span style=\"font-weight: 400;\"><strong>https:\/\/www.triplep.net\/provider-training-find-a-course\/en\/triple-p-training\/<\/strong><\/span><\/a><strong>\u00a0<\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2122\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2122\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Augmentative and Alternative Communication <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2122\" class=\"elementor-element elementor-element-9adf95b e-con-full e-flex e-con e-child\" data-id=\"9adf95b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-076c439 elementor-widget elementor-widget-text-editor\" data-id=\"076c439\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Augmentative and Alternative Communication includes aided or unaided communication systems that teach a child with autism the use of a vocal or non-verbal communication system to help them communicate with others.<\/span><\/p><ul><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">Unaided communication systems include forms of communication that do not require the use of any technology or material (for example, sign language, gestures).<\/span><\/li><li><span style=\"font-weight: 400;\"> \u00a0 <\/span> <span style=\"font-weight: 400;\">Augmentative and alternative communication systems include low-tech systems such as picture exchange, as well as high-tech systems such as speech-generating devices and smartphones.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">which are among alternative and augmentative communication systems <\/span><b>PECS (Picture Exchange Communication System)<\/b><span style=\"font-weight: 400;\">, is based on applied behavior analysis techniques. In PECS, the child is taught to hand a picture of a desired object or activity to another person in order to obtain it. PECS can be taught to many children diagnosed with autism who are nonverbal or cannot use speech functionally. A significant portion of children who learn PECS are able to communicate, some begin to speak in addition to communication, and their problem behaviors decrease. On the other hand, there are also children with autism who get stuck at a certain stage of PECS or cannot benefit sufficiently from it.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/picture-exchangecommunication-system-pecs\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/picture-exchangecommunication-system-pecs\/<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-kazandirmak\/iletisim-kurma-vesohbet-etme-becerileri\/pecs-resim-degis-tokusuna-dayali-iletisim-sistemi\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/egitimler\/etkilesim-becerilerini-k<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2123\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2123\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Natural Developmental Behavioral Interventions <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2123\" class=\"elementor-element elementor-element-8fd4b8b e-con-full e-flex e-con e-child\" data-id=\"8fd4b8b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-dad8779 elementor-widget elementor-widget-text-editor\" data-id=\"dad8779\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Naturalistic Developmental Behavioral Interventions are a set of interventions designed for children with autism and supported by scientific research showing their effectiveness. In these practices, principles of applied behavior analysis and a child development perspective are used together in the process of helping children acquire new behaviors and skills. At the core of these practices is conducting instruction within the natural learning opportunities the child encounters in daily life. During the instructional process, ABA-based practices such as differential reinforcement, prompting, modeling, shaping, and chaining are frequently utilized. The characteristics of this practice:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It is done in natural environments and within daily routines so that children can learn behaviors, make them permanent, and use them in different settings.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">During the teaching process, the child's interest and leadership are monitored; that is, instruction is conducted in the direction of whichever object or activity the child enjoys.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Various strategies are applied to keep the child's attention and motivation alive.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Learned behaviors are supported by their immediate natural consequences, meaning natural reinforcers.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Target behaviors appropriate for the child's developmental level are determined, and these behaviors are planned in a way that supports other skills as well.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The complexity level of the taught knowledge and skills is progressively increased in parallel with the child's development.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appropriate behaviors that emerge spontaneously in natural environments are encouraged.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Incidental teaching, embedded instruction, Pivotal Response Training (PRT), and the Early Start Denver Model (ESDM) can be given as examples of naturalistic developmental behavioral interventions.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Song, J., Reilly, M., &amp; Reichow, B. (2025). Overview of meta-analyses on naturalistic developmental behavioral interventions for children with autism spectrum disorder. <\/span><i><span style=\"font-weight: 400;\">Journal of Autism and Developmental Disorders, 55<\/span><\/i><span style=\"font-weight: 400;\">(1), 1-13. <\/span><strong><a href=\"https:\/\/doi.org\/10.1007\/s10803-023-06198-x\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s10803-023-06198-x<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Y\u00fcksel-Akg\u00fcn, E. &amp; \u00d6zen, A. (2024). Theoretical foundations of naturalistic developmental behavioral interventions. In A. \u00d6zen, F. \u00dcnal &amp; \u00c7. T\u0131k\u0131ro\u011flu (Eds.). <\/span><i><span style=\"font-weight: 400;\">Within natural developmental behavioral interventions for children with developmental disabilities<\/span><\/i><span style=\"font-weight: 400;\"> (pp. 3-26). Academic Visa.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2124\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"5\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2124\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Exercise and Movement <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2124\" class=\"elementor-element elementor-element-e79313c e-con-full e-flex e-con e-child\" data-id=\"e79313c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-22116b8 elementor-widget elementor-widget-text-editor\" data-id=\"22116b8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Exercise and Movement are physical activities aimed at developing motor skills such as balancing, kicking a ball, running, and hand-eye coordination in children with autism, thereby increasing their physical activity and reducing problem behaviors. In this practice, children with autism are systematically engaged in exercise- and movement-based activities planned for a specific duration; thus, both their problem behaviors and repetitive\/obsessive behaviors are reduced. In addition to reducing problem behaviors, this practice also leads to increases in adaptive skills, cognitive development, communication, and social skills, and supports the child's overall well-being.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Exercise and movement can prevent problem behaviors, especially when applied before entering environments where such behaviors are expected to occur or before starting activities. Exercise and movement practices are often used in conjunction with practices such as visual supports, prompting, and reinforcement.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2125\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"6\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2125\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Early Intensive Behavioral Intervention <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2125\" class=\"elementor-element elementor-element-189b926 e-con-full e-flex e-con e-child\" data-id=\"189b926\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-245a2bb elementor-widget elementor-widget-text-editor\" data-id=\"245a2bb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Early and Intensive Behavioral Intervention is a program initiated in the 1960s at the University of California, Los Angeles (UCLA) and supported by numerous studies. The program begins at the earliest possible age with one-on-one instruction and is conducted 20\u201340 hours per week. While discrete trial teaching was initially used intensively in practice, small and large group training and inclusive education have been incorporated over time. The practice was initially carried out mostly in each child's home, following a curriculum covering all developmental areas.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Nearly half of the children who receive early and intensive behavioral training show significant progress in all areas and are able to continue the rest of their education in inclusive settings alongside typically developing peers. Developed in Turkey based on this model, <\/span><b>Behavioral Education Program for Autistic Children (BEPAC),<\/b><span style=\"font-weight: 400;\"> It is among the first comprehensive programs in our country to offer individualized and structured teaching to children with autism. O\u00c7\u0130DEP is based on progress through uninterrupted, intensive, one-on-one, and ABA-based practices for young children with autism.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u0131rcaali \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Otistik \u00e7ocuklar i\u00e7in davran\u0131\u015fsal e\u011fitim program\u0131.<\/span><\/i><span style=\"font-weight: 400;\"> 1-2. An\u0131 Yay\u0131nc\u0131l\u0131k.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u0131rcaali \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Otistik \u00e7ocuklar i\u00e7in davran\u0131\u015fsal e\u011fitim program\u0131 formlar\u0131. <\/span><\/i><span style=\"font-weight: 400;\">An\u0131 Yay\u0131nc\u0131l\u0131k.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Odom, S. L., Boyd, B. A., &amp; Hall, L. J. (2010). Evaluation of comprehensive treatment models for children with autism. <\/span><i><span style=\"font-weight: 400;\">Journal of Autism and Developmental Disorders, 40, <\/span><\/i><span style=\"font-weight: 400;\">425-436.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/early-intensive-behavioralinterventiontreatment-2\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/early-intensive-behavioralinterventiontreatment-2\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2126\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"7\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2126\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> \u0130li\u015fki Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2126\" class=\"elementor-element elementor-element-b284e1a e-con-full e-flex e-con e-child\" data-id=\"b284e1a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bd4ad87 elementor-widget elementor-widget-text-editor\" data-id=\"bd4ad87\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">\u0130li\u015fki-temelli (Relationship-Based) uygulamalar, \u00e7ocuklarda duygusal geli\u015fimi ve ba\u011flanmay\u0131 \u00f6n planda tutan uygulamalard\u0131r. Bu uygulamalar i\u00e7inde en pop\u00fcler olanlar DIR (Developmental Individual Relationship-Based-Geli\u015fimsel, Bireysel, \u0130li\u015fki-Temelli Uygulamalar)\/Floortime\u2019d\u0131r. Bu uygulamada \u00e7ocukla serbest oyun ortamlar\u0131nda sosyal etkile\u015fimlerde bulunmak esast\u0131r. B\u00f6ylece \u00e7ocu\u011fun kendili\u011finden sosyal etkile\u015fimlerde bulunma becerilerini geli\u015ftirmek ve bu becerilerden keyif almas\u0131n\u0131 sa\u011flamak hedeflenir. Etkile\u015fimler s\u0131ras\u0131nda \u00e7ocu\u011fun liderli\u011fi izlenir ve \u00e7ocu\u011fun her yapt\u0131\u011f\u0131n\u0131n bir anlam\u0131 oldu\u011fu kabul edilir. Dolay\u0131s\u0131yla, \u00e7ocu\u011fun yapt\u0131klar\u0131 engellenmez ya da kesintiye u\u011frat\u0131lmaz; tam tersine, \u00e7ocu\u011fun yapt\u0131klar\u0131na benzer \u015feyler yaparak \u00e7ocukla etkile\u015fimde bulunmaya \u00e7al\u0131\u015f\u0131l\u0131r. Floortime, bilimsel dayanakl\u0131 uygulamalar aras\u0131nda yer almamaktad\u0131r. Yap\u0131lan baz\u0131 k\u00fc\u00e7\u00fck \u00f6l\u00e7ekli \u00e7al\u0131\u015fmalar, Floortime\u2019\u0131n \u00e7ocuklarda sosyal ileti\u015fim ve etkile\u015fim becerilerini art\u0131rabilece\u011fini g\u00f6sterse de kesin olarak etkili oldu\u011funu s\u00f6yleyebilmek i\u00e7in daha fazla ara\u015ft\u0131rmaya ve uzun d\u00f6nemli takip verilerine gereksinim vard\u0131r. <\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/developmentally-basedindividual-difference-relationship-based-intervention-dirfloor-time\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/developmentally-basedindividual-difference-relationship-based-intervention-dirfloor-time\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta.png\" alt=\"\" width=\"600\" height=\"101\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2127\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"8\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2127\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> M\u00fczik Arac\u0131l\u0131 Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2127\" class=\"elementor-element elementor-element-767360d e-con-full e-flex e-con e-child\" data-id=\"767360d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-bfe0501 elementor-widget elementor-widget-text-editor\" data-id=\"bfe0501\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalar (Music-Mediated Intervention) \u00e7e\u015fitli becerilerin geli\u015fimini desteklemede \u015fark\u0131, ritim ve melodik tonlamalar\u0131n kullan\u0131ld\u0131\u011f\u0131 uygulamalard\u0131r. Uygulamac\u0131 hedeflenen davran\u0131\u015flar\u0131 kazand\u0131rmak ve onlar\u0131n bu davran\u0131\u015flar\u0131 sergilemelerini desteklemek i\u00e7in otizmli \u00e7ocuklar\u0131 sistematik ve planl\u0131 bi\u00e7imde \u015fark\u0131 s\u00f6ylemeye, dinlemeye, hareket etmeye, enstr\u00fcman \u00e7almaya ve yarat\u0131c\u0131 etkinliklere dahil eder. Bu uygulamalar \u00f6zel e\u011fitim ve kayna\u015ft\u0131rma ortamlar\u0131ndaki g\u00fcnl\u00fck rutinlerde, etkinliklerde ve oyunlarda kullan\u0131labilmektedir. Otizmli \u00e7ocuklar i\u00e7in m\u00fczik dinleme, dans etme veya bir enstr\u00fcman \u00e7alma gibi etkinlikler olduk\u00e7a tercih edilebilece\u011finden, bu t\u00fcr etkinliklere eri\u015fim peki\u015ftire\u00e7 olarak da kullan\u0131labilir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalar \u00f6zellikle erken \u00e7ocukluk, okul \u00f6ncesi ve \u00e7ocukluk d\u00f6nemindeki otizm tan\u0131l\u0131 \u00e7ocuklara ileti\u015fim, sosyal, oyun ve motor becerileri kazand\u0131rmakta ve problem davran\u0131\u015flar\u0131 azaltmakta etkili bulunmaktad\u0131r.<\/span><b> M\u00fczik arac\u0131l\u0131 uygulamalar ve m\u00fczik terapisi birbirinden farkl\u0131l\u0131k g\u00f6stermektedir. <\/b><span style=\"font-weight: 400;\">M\u00fczik arac\u0131l\u0131 uygulamalarda m\u00fczik \u00f6\u011fretim arac\u0131 olarak kullan\u0131rken, m\u00fczik terapisinde m\u00fczik terapinin kendisidir. M\u00fczik arac\u0131l\u0131 uygulamalar\u0131 \u00f6\u011fretmen, aile bireyleri ya da di\u011fer uzmanlar kullanabilirken, m\u00fczik terapisi e\u011fitimli bir m\u00fczik terapisti taraf\u0131ndan uygulan\u0131r. M\u00fczik arac\u0131l\u0131 uygulamalarda davran\u0131\u015fsal hedefleri kazand\u0131rmak ama\u00e7lan\u0131rken, m\u00fczik terapisinde sosyal ve duygusal geli\u015fim ama\u00e7lan\u0131r.\u00a0<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/music-therapy\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/music-therapy\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2128\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"9\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2128\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> PCDI Modeli\u00a0 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2128\" class=\"elementor-element elementor-element-64cf96f e-con-full e-flex e-con e-child\" data-id=\"64cf96f\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-83cee8a elementor-widget elementor-widget-text-editor\" data-id=\"83cee8a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Princeton \u00c7ocuk Geli\u015fim Enstitu\u0308su\u0308 (Princeton Child Development Institute &#8211; PCDI) 1970 y\u0131l\u0131nda kurulan, otizmli \u00e7ocuk, gen\u00e7 ve yeti\u015fkinlere bilimsel dayanakl\u0131 uygulamalarla hizmet sunmay\u0131 ama\u00e7layan ve k\u00e2r amac\u0131 gu\u0308tmeyen bir kurulu\u015ftur. PCDI\u2019da otizmli bireylere sunulan hizmetler:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Erken mu\u0308dahale hizmetleri: Evde ya da okulda haftada 30 saat e\u011fitim.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Okul\u00f6ncesi ve Okul E\u011fitimi Hizmetleri: Okulda haftan\u0131n be\u015f gu\u0308nu\u0308 gu\u0308nde yakla\u015f\u0131k 5 saat e\u011fitim.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Yeti\u015fkin Ya\u015fam Hizmetleri: Destekli istihdam ve toplum ya\u015fam\u0131 hizmetleri.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Grup Evi Ya\u015fam\u0131: Aile ortam\u0131n\u0131 yans\u0131tan grup evlerinde ba\u011f\u0131ms\u0131z ya\u015fam becerileri hizmeti.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">PCDI\u2019da 0-21 ya\u015f aral\u0131\u011f\u0131ndaki otizmli bireylerin gereksinimini kar\u015f\u0131layabilecek, farkl\u0131 geli\u015fim alanlar\u0131ndan (\u00d6rne\u011fin, al\u0131c\u0131-ifade edici dil becerileri, akran etkile\u015fimi, sa\u011fl\u0131k, para, taklit) 1600\u2019u\u0308n u\u0308zerinde beceri bulunmaktad\u0131r. Her \u00e7ocuk i\u00e7in, ailelerin de g\u00f6ru\u0308\u015fleri do\u011frultusunda, bireyselle\u015ftirilmi\u015f e\u011fitim programlar\u0131 (BEP) haz\u0131rlanmaktad\u0131r. \u00c7ocuklar\u0131n geli\u015fimine ili\u015fkin sistematik raporlar haz\u0131rlanmakta ve aile bireyleri ve di\u011fer payda\u015flarla payla\u015f\u0131lmaktad\u0131r. \u00d6\u011fretmenlere i\u015f ba\u015f\u0131nda geribildirim sunulmakta ve mesleki becerilerinin artt\u0131r\u0131lmas\u0131 hedeflenmektedir.<\/span><\/p><p><span style=\"font-weight: 400;\">PCDI program\u0131 2006 y\u0131l\u0131nda Tohum Otizm Vakf\u0131 taraf\u0131ndan Tu\u0308rkiye\u2019ye getirilmi\u015f olup, Tohum Otizm Vakf\u0131 E\u011fitim Kurumlar\u0131\u2019nda uygulanmaktad\u0131r. Mill\u00ee E\u011fitim Bakanl\u0131\u011f\u0131\u2019na ba\u011fl\u0131 olan Tohum Otizm Vakf\u0131 E\u011fitim Kurumlar\u0131\u2019nda erken \u00e7ocukluk, okul \u00f6ncesi ve okul programlar\u0131na ilgili ya\u015flardaki OSB olan \u00e7ocuklar kabul edilmektedir. Gen\u00e7 yeti\u015fkinli\u011fe ge\u00e7i\u015f d\u00f6nemindeki OSB olan bireyler i\u00e7in kariyer geli\u015ftirme ve ya\u015fam becerileri program\u0131 bulunmaktad\u0131r. \u0130leti\u015fim ve sosyal etkile\u015fim becerileri a\u011f\u0131rl\u0131kl\u0131 olmak u\u0308zere tu\u0308m geli\u015fim alanlar\u0131n\u0131 kapsayan yu\u0308ksek nitelikli uygulamalar yo\u011fun birebir e\u011fitim seanslar\u0131 ve grup e\u011fitimleri ile verilmektedir. Tu\u0308m bu uygulamalar \u00e7ocuklar\u0131n ev, okul ve di\u011fer toplumsal ortamlara eri\u015fim ve kat\u0131l\u0131m\u0131n\u0131 sa\u011flamak amac\u0131yla yu\u0308ru\u0308tu\u0308lmektedir. Bununla birlikte \u00f6\u011fretmenlere i\u015f ba\u015f\u0131nda sistematik olarak geribildirim sunulmakta ve b\u00f6ylece mesleki becerilerinin artt\u0131r\u0131lmas\u0131 hedeflenmektedir.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Odom, S. L., Boyd, B. A., Hall, L. J. ve Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436. DOI: 10.1007\/s10803-009-0825-1<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/pcdi.org\/\" target=\"_blank\" rel=\"noopener\">https:\/\/pcdi.org\/<\/a><\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/tohumotizm.org.tr\/eng\/our-school\/\" target=\"_blank\" rel=\"noopener\">https:\/\/tohumotizm.org.tr\/okulumuz\/<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2129\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"10\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2129\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Sosyal \u00d6yk\u00fcler <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2129\" class=\"elementor-element elementor-element-38d4e44 e-con-full e-flex e-con e-child\" data-id=\"38d4e44\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ee16de3 elementor-widget elementor-widget-text-editor\" data-id=\"ee16de3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Sosyal \u00f6yk\u00fcler (Social Stories\/Narratives), belirli bir formata ba\u011fl\u0131 kalarak ve \u00e7ocuk i\u00e7in zor ya da karma\u015f\u0131k olan bir duruma y\u00f6nelik olarak yaz\u0131lan k\u0131sa \u00f6yk\u00fcler ile bu \u00f6yk\u00fcler arac\u0131l\u0131\u011f\u0131yla belirli hedef davran\u0131\u015flar\u0131 \u00e7ocu\u011fa kazand\u0131rma s\u00fcrecidir. Her bir \u00f6yk\u00fcde betimleyici, y\u00f6nlendirici, yans\u0131t\u0131c\u0131 ve onaylay\u0131c\u0131 c\u00fcmleler bulunur.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">\u00d6yk\u00fcler \u00e7ocu\u011fun d\u00fczeyine uygun \u015fekilde yaz\u0131l\u0131r; okuma-yazma bilen \u00e7ocuklar i\u00e7in basit c\u00fcmlelerden ve g\u00f6rsellerden, okuma-yazma bilmeyen \u00e7ocuklar i\u00e7in de foto\u011fraf, resim gibi \u00e7ok say\u0131da g\u00f6rselden yararlan\u0131larak haz\u0131rlan\u0131r. Yaz\u0131lan bir \u00f6yk\u00fc, belirli zamanlarda \u00e7ocukla birlikte okunur ve soru-yan\u0131t al\u0131\u015ft\u0131rmalar\u0131 yap\u0131l\u0131r. Ard\u0131ndan, davran\u0131\u015f\u0131n ger\u00e7ekle\u015fmesine y\u00f6nelik f\u0131rsat yarat\u0131l\u0131r. Davran\u0131\u015f\u0131n yap\u0131lma olas\u0131l\u0131\u011f\u0131n\u0131 art\u0131rmak i\u00e7in \u00f6nc\u00fcl d\u00fczenlemelerinden yararlan\u0131l\u0131r ve hedeflenen davran\u0131\u015f ger\u00e7ekle\u015fti\u011finde etkili \u015fekilde peki\u015ftirilir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Sosyal \u00f6yk\u00fc t\u00fcrlerini Tohum Otizm Vakf\u0131 E\u011fitim Portal\u0131\u2019n\u0131n kaynaklar b\u00f6l\u00fcm\u00fcnden inceleyebilirsiniz. <\/span><strong><a href=\"https:\/\/www.tohumotizmportali.org\/kaynaklar\/egitim-materyalleri\/sosyal-oykuler\" target=\"_blank\" rel=\"noopener\">https:\/\/www.tohumotizmportali.org\/kaynaklar\/egitim-materyalleri\/sosyal-oykuler<\/a><\/strong><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-21210\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"11\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-21210\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> TEACCH <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-21210\" class=\"elementor-element elementor-element-5b2e74c e-con-full e-flex e-con e-child\" data-id=\"5b2e74c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0d0291c elementor-widget elementor-widget-text-editor\" data-id=\"0d0291c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">TEACCH (Treatment and Education of Autistic and Related Communication Handicapped) 1970\u2019li y\u0131llarda geli\u015ftirilen ve yap\u0131land\u0131r\u0131lm\u0131\u015f \u00f6\u011fretim olarak da bilinen bir uygulamad\u0131r. Programda otizmli \u00e7ocu\u011fun becerileri, ilgi alanlar\u0131 ve gereksinimleri temel al\u0131n\u0131r. Bu uygulamada, \u00e7ocu\u011fun \u00e7evreye uymas\u0131 de\u011fil, \u00e7evrenin \u00e7ocu\u011fa uymas\u0131 ama\u00e7lan\u0131r. Dolay\u0131s\u0131yla, fiziksel ortam \u00f6zel olarak yap\u0131land\u0131r\u0131l\u0131r, etkinlikler tahmin edilebilir \u015fekilde du\u0308zenlenir, takip edilebilecek g\u00f6rsel planlar haz\u0131rlan\u0131l\u0131r ve yap\u0131land\u0131r\u0131lm\u0131\u015f \u00e7al\u0131\u015fma alanlar\u0131 kullan\u0131l\u0131r.<\/span><\/p><p><span style=\"font-weight: 400;\">\u00c7ocuklar kendilerine ait \u00e7al\u0131\u015fma k\u00f6\u015felerinde g\u00f6rsel planlar\u0131n\u0131 takip ederek belli becerileri yerine getirirler. B\u00f6ylece ba\u015fkalar\u0131na ba\u011f\u0131ml\u0131l\u0131klar\u0131 en aza indirilmeye \u00e7al\u0131\u015f\u0131l\u0131r. G\u00f6rsel desteklerden ilk ve en yo\u011fun \u015fekilde yararlanan program olmas\u0131na ve tu\u0308m du\u0308nyada yayg\u0131n olarak kullan\u0131lmas\u0131na kar\u015f\u0131n TEACCH gu\u0308\u00e7lu\u0308 deneysel ara\u015ft\u0131rma ge\u00e7mi\u015fine sahip de\u011fildir. Dolay\u0131s\u0131yla, TEACCH\u2019in ba\u015fka uygulamalara k\u0131yasla etkilerini g\u00f6steren deneysel ara\u015ft\u0131rmalara gereksinim vard\u0131r.<\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). F<\/span><i><span style=\"font-weight: 400;\">indings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Virues-Ortega J., Julio F. &amp; Pastor R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. <\/span><i><span style=\"font-weight: 400;\">Clinical Psychology Review. 33<\/span><\/i><span style=\"font-weight: 400;\">(8): 940\u2013953. DOI:10.1016\/j.cpr.2013.07.005. hdl:20.500.12105\/11622.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/project-teacch-treatmentand-education-of-autistic-and-related-communication-handicapped-children\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/project-teacch-treatmentand-education-of-autistic-and-related-communication-handicapped-children\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-21211\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"12\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-21211\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Teknoloji Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-21211\" class=\"elementor-element elementor-element-d7e8878 e-con-full e-flex e-con e-child\" data-id=\"d7e8878\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-9db37c2 elementor-widget elementor-widget-text-editor\" data-id=\"9db37c2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Teknoloji temelli uygulamalar (Technology-Aided Instruction and Intervention) otizmli \u00e7ocuklara yeni beceriler kazand\u0131rmak i\u00e7in tablet, ak\u0131ll\u0131 telefon ya da bilgisayar temelli programlar kullan\u0131lmas\u0131 olarak tan\u0131mlanmaktad\u0131r. Teknoloji temelli uygulamalar, otizmli \u00e7ocuklar\u0131n bireysel ihtiya\u00e7lar\u0131na uygun \u00e7\u00f6z\u00fcmler sunarak onlar\u0131n ba\u011f\u0131ms\u0131zl\u0131klar\u0131n\u0131 destekleyebilmekte ve toplumla daha etkili bi\u00e7imde b\u00fct\u00fcnle\u015fmelerini sa\u011flayabilmektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">G\u00fcn\u00fcm\u00fczde teknoloji temelli uygulamalar aras\u0131nda mobil uygulamalar, art\u0131r\u0131lm\u0131\u015f ger\u00e7eklik (Augmented Reality-AR) ve sanal ger\u00e7eklik (Virtual Reality-VR) teknolojileri, sosyal robotlar, yapay zek\u00e2 destekli e\u011fitim platformlar\u0131 ve ileti\u015fim cihazlar\u0131 yer almaktad\u0131r. Teknoloji temelli uygulamalar, otizmli \u00e7ocuklar\u0131n g\u00f6rsel yolla daha etkili \u00f6\u011frendikleri g\u00f6z \u00f6n\u00fcnde bulundurularak, sistematik \u00f6\u011frenme gereksinimlerine uygun bi\u00e7imde geli\u015ftirildi. \u00d6zellikle erken \u00e7ocukluk d\u00f6neminden itibaren kullan\u0131lan ileti\u015fim destekli uygulamalar, sosyal \u00f6yk\u00fcleri anlatan animasyonlar, duygu tan\u0131ma uygulamalar\u0131 ve sanalla\u015ft\u0131r\u0131lm\u0131\u015f sosyal etkile\u015fim senaryolar\u0131; \u00e7ocuklar\u0131n ileti\u015fim, sosyal beceri ve uyum davran\u0131\u015flar\u0131nda \u00f6nemli geli\u015fmelere yol a\u00e7abilmektedir. Ayr\u0131ca, teknoloji temelli uygulamalar, \u00f6\u011fretmen ve ailelerin de \u00f6\u011frenme s\u00fcre\u00e7lerini planlamalar\u0131n\u0131, izlemelerini ve de\u011ferlendirmelerini kolayla\u015ft\u0131rmaktad\u0131r. \u00d6rne\u011fin, baz\u0131 uygulamalar \u00e7ocu\u011fun geli\u015fimini grafiklerle takip edebilme ve ki\u015fiselle\u015ftirilmi\u015f programlar olu\u015fturma imk\u00e2n\u0131 sunmaktad\u0131r. <\/span><\/p><p><b>Source Recommendations: <\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yu\u0308cesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.<\/span><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-c9588a7 e-flex e-con-boxed e-con e-parent\" data-id=\"c9588a7\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-492fb39 elementor-widget elementor-widget-heading\" data-id=\"492fb39\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Terapi Uygulamalar\u0131<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c05083a elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"c05083a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2ab24e0 elementor-widget elementor-widget-n-accordion\" data-id=\"2ab24e0\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4470\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4470\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Bili\u015fsel Davran\u0131\u015f\u00e7\u0131 Stratejileri <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4470\" class=\"elementor-element elementor-element-66a7846 e-con-full e-flex e-con e-child\" data-id=\"66a7846\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-113901a elementor-widget elementor-widget-text-editor\" data-id=\"113901a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler (Cognitive Behavioral\/Instructional Strategies) \u00e7ocuklar\u0131n kendi d\u00fc\u015f\u00fcncelerini ve duygular\u0131n\u0131n fark\u0131nda olmalar\u0131, olumsuz d\u00fc\u015f\u00fcnce ve duygular\u0131n \u015fiddetlendi\u011fi durumlar\u0131 tan\u0131malar\u0131n\u0131 ve ard\u0131ndan duygu, d\u00fc\u015f\u00fcnce ve davran\u0131\u015flar\u0131n\u0131 de\u011fi\u015ftirmek i\u00e7in \u00e7e\u015fitli stratejiler kullanmalar\u0131n\u0131 \u00f6\u011fretmeyi ama\u00e7layan stratejilerdir. Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler ile otizmli \u00e7ocuklara di\u011ferleri ile ileti\u015fimi d\u00fczenleme, fark\u0131ndal\u0131k temelli beceriler (\u00f6rne\u011fin, \u015fimdide kalma), duygular\u0131 d\u00fczenleme ve istenmeyen\/beklenmeyen durumlarla, kayg\u0131 ve \u00f6fke ile ba\u015fa \u00e7\u0131kma gibi beceriler kazand\u0131r\u0131l\u0131r. Bu becerilerin kazand\u0131r\u0131lmas\u0131 ise g\u00fcnl\u00fck ya\u015fam becerilerini, sosyal becerileri ve ruhsal bak\u0131mdan iyi olma hallerini desteklerken problem davran\u0131\u015flar\u0131n da azalmas\u0131n\u0131 sa\u011flar. Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejilerde g\u00f6rsel destekler, rol oynama, sosyal \u00f6yk\u00fc, peki\u015ftirme, ipucu sunma ve aile\/ akran temelli uygulamalar da kullan\u0131labilir. Di\u011fer becerilerin \u00f6\u011fretiminde oldu\u011fu gibi bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejilere dayal\u0131 davran\u0131\u015flar i\u00e7in de sistematik bir s\u00fcre\u00e7 takip edilmelidir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Bili\u015fsel davran\u0131\u015f\u00e7\u0131 stratejiler \u00f6zellikle \u00e7ocuk ve ergenlerin ruhsal iyi olu\u015flar\u0131n\u0131 ve okula haz\u0131rl\u0131klar\u0131n\u0131 desteklemede, \u00f6n-akademik ve akademik, uyumsal, ileti\u015fim ve sosyal davran\u0131\u015flar\u0131n\u0131 geli\u015ftirmede, problem davran\u0131\u015flar\u0131n\u0131 azaltmada etkilidir.\u00a0<\/span><\/p><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7elik, S. (2021). Kan\u0131t temelli uygulamalar I: Odaklanm\u0131\u015f m\u00fcdahaleler. B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M. \u00c7. \u00d6k\u00e7\u00fcn Ak\u00e7amu\u015f (Edit\u00f6rler). <\/span><i><span style=\"font-weight: 400;\">Tan\u0131dan m\u00fcdahaleye otizm spektrum bozuklu\u011fu el kitab\u0131<\/span><\/i><span style=\"font-weight: 400;\"> (pp. 505-567). Academic Vizier.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/autisminternetmodules.org\/m\/1032\/6047\" target=\"_blank\" rel=\"noopener\">https:\/\/autisminternetmodules.org\/m\/1032\/6047<\/a><\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4471\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4471\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Duyu B\u00fct\u00fcnleme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4471\" class=\"elementor-element elementor-element-dabe49a e-con-full e-flex e-con e-child\" data-id=\"dabe49a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-7075f62 elementor-widget elementor-widget-text-editor\" data-id=\"7075f62\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Duyu b\u00fct\u00fcnleme (Sensory Integration) otizmli \u00e7ocuklar\u0131n dokunma, denge sa\u011flama, v\u00fccut fark\u0131ndal\u0131\u011f\u0131, g\u00f6rsel, i\u015fitsel ya da koklama gibi duyular\u0131na ili\u015fkin ya\u015fad\u0131klar\u0131 problemlere ili\u015fkin 1970\u2019lerde ergoterapist ve e\u011fitimci Dr. A. Jean Ayres taraf\u0131ndan geli\u015ftirilen bir yakla\u015f\u0131md\u0131r. Baz\u0131 kaynaklarda Ayres Duyu B\u00fct\u00fcnleme olarak da ge\u00e7mektedir. Duyu b\u00fct\u00fcnleme, \u00e7ocuklar\u0131n duyusal bilgileri (dokunma, hareket, denge, g\u00f6rme, i\u015fitme gibi) alg\u0131lamalar\u0131n\u0131, v\u00fccutlar\u0131n\u0131 organize etmeyi ve uygun motor ve davran\u0131\u015fsal tepkiler vermelerini geli\u015ftirmeyi ama\u00e7lar. Duyu b\u00fct\u00fcnlemenin temel ilkeleri: <\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ocuklar\u0131n \u00e7evresel duyusal bilgileri etkili bi\u00e7imde i\u015flemeleri ve bu bilgilere uygun tepkiler vermeleri hedeflenir.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Beynin, deneyimler yoluyla de\u011fi\u015fme ve adaptasyon yetene\u011fi \u00fczerine odaklan\u0131l\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Terapi, \u00e7ocu\u011fun ilgi ve motivasyonuna dayal\u0131 oyunlar ve etkinliklerle yap\u0131land\u0131r\u0131l\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Terapi genellikle \u00f6zel olarak tasarlanm\u0131\u015f ortamlarda uygulan\u0131r, sal\u0131ncaklar, t\u0131rmanma ekipmanlar\u0131, dokunsal materyallerle yap\u0131lan oyunlar, denge tahtalar\u0131 ve top oyunlar\u0131 gibi materyal ve etkinlikleri i\u00e7erir. Duyu b\u00fct\u00fcnleme otizmli \u00e7ocuklar\u0131n \u00f6n-akademik ve akademik, uyumsal, bili\u015fsel, sosyal, ileti\u015fim ve motor becerileri geli\u015ftirmede ve problem davran\u0131\u015flar\u0131 azaltmada etkilidir. Ayres Duyu B\u00fct\u00fcnleme d\u0131\u015f\u0131nda farkl\u0131 duyu b\u00fct\u00fcnleme uygulamalar\u0131 vard\u0131r. Ancak <\/span><b>bilimsel dayana\u011f\u0131 olan yaln\u0131zca Ayres Duyu B\u00fct\u00fcnleme\u2019dir.\u00a0<\/b><\/p><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/sensory-integrative-therapysensory-integration-si-or-sit\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/sensory-integrative-therapysensory-integration-si-or-sit\/<\/a>\u00a0\u00a0\u00a0<\/strong><\/li><\/ul><p><img decoding=\"async\" class=\"alignnone wp-image-11064\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/iyi.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4472\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4472\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Fark\u0131ndal\u0131k Temelli Uygulamalar <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4472\" class=\"elementor-element elementor-element-7994015 e-con-full e-flex e-con e-child\" data-id=\"7994015\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-96163c3 elementor-widget elementor-widget-text-editor\" data-id=\"96163c3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Fark\u0131ndal\u0131k temelli uygulamalar (Mindfulness-Based Interventions) bireylerin d\u00fc\u015f\u00fcncelerine, duygular\u0131na ve bedensel hislerine dikkat etmelerini ve bu deneyimleri yarg\u0131lamadan kabul etmelerini te\u015fvik eden uygulamalard\u0131r. Bu uygulamalar, stres y\u00f6netimi, duygusal d\u00fczenleme ve genel iyilik hali \u00fczerinde olumlu etkiler sa\u011flamak amac\u0131yla kullan\u0131labilir. Fark\u0131ndal\u0131k temelli uygulamalar\u0131n ki\u015fiye herhangi bir zarar\u0131 yoktur ve stresli durumlarla ba\u015f edebilmek i\u00e7in herkes taraf\u0131ndan kullan\u0131labilir. Ancak, fark\u0131ndal\u0131k temelli uygulamalar\u0131n otizmli \u00e7ocuklar\u0131n e\u011fitimine etkileri \u00fczerine yap\u0131lan \u00e7al\u0131\u015fmalar hen\u00fcz s\u0131n\u0131rl\u0131d\u0131r. \u00d6rne\u011fin Simione ve meslekta\u015flar\u0131n\u0131n yapt\u0131\u011f\u0131 meta-analizi \u00e7al\u0131\u015fmas\u0131nda 37 ara\u015ft\u0131rma incelenmi\u015f ve fark\u0131ndal\u0131k temelli uygulamalar\u0131n otizmli olan bireylerde psikolojik sorunlar\u0131 azaltma, problem davran\u0131\u015flar\u0131 azaltma ve bili\u015fsel-sosyal becerileri geli\u015ftirme potansiyeline sahip oldu\u011fu g\u00f6r\u00fcld\u00fc. Bu uygulamalar\u0131n otizmli bireylerdeki olumlu etkisini ortaya koymak i\u00e7in y\u00fcksek nitelikli bilimsel ara\u015ft\u0131rmalara gereksinim vard\u0131r.\u00a0<\/span><\/p><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Simione, L., Frolli, A., Sciattella, F., &amp; Chiarella, S. G. (2024). Mindfulness-based interventions for people with autism spectrum disorder: A systematic literature review. <\/span><i><span style=\"font-weight: 400;\">Brain Sciences, 14<\/span><\/i><span style=\"font-weight: 400;\">(10), Article 1001. <a href=\"https:\/\/doi.org\/10.3390\/brainsci1410100\" target=\"_blank\" rel=\"noopener\">https:\/\/<\/a><\/span><a href=\"\/eng\/_wp_link_placeholder\/\"><span style=\"font-weight: 400;\">doi.org\/10.3390\/brainsci1410100<\/span><\/a><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-4473\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-4473\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Etkisi Zay\u0131f Terapiler <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-4473\" class=\"elementor-element elementor-element-6baaac3 e-con-full e-flex e-con e-child\" data-id=\"6baaac3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3afe5cd elementor-widget elementor-widget-text-editor\" data-id=\"3afe5cd\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da\u00a0 g\u00f6sterilen terapi uygulamalar\u0131n\u0131n otizmli \u00e7ocuklar u\u0308zerinde olumlu etkileri oldu\u011funu g\u00f6steren bilimsel ara\u015ft\u0131rmalar henu\u0308z yoktur ya da yap\u0131lan ara\u015ft\u0131rmalar bu uygulaman\u0131n otizmli \u00e7ocuklar u\u0308zerinde herhangi bir olumlu etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Etkisi zay\u0131f terapiler hakk\u0131nda daha detayl\u0131 bilgi almak i\u00e7in <\/span><a href=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\"><b>Otizm Spektrum Bozuklu\u011funda E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 \u2013 \u00d6\u011fretmenler ve Uzmanlar i\u00e7in Ba\u015fucu Rehberimizi<\/b><\/a><span style=\"font-weight: 400;\"> Please review.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u00e7\u0131khava Etkinlikleri<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Akupunktur\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dans &amp; Hareket Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Drama\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Duyusal Diyet<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hayvan Arac\u0131l\u0131 Uygulamalar\u00a0\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hipnoterapi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0130\u015fitsel B\u00fct\u00fcnle\u015ftirme Terapisi\u00a0<\/span><ul><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Bernard<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Tomatis<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">FastForward<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Binaural Beat<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">SAS<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kraniosakral Terapi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kucaklama Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Masaj<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">M\u00fczik Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6roPLAY<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Oyun Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Prizma G\u00f6zl\u00fckle<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sanat Terapisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Yoga<\/span><\/li><\/ul><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Brondino, N., Fusar-Poli, L., Rocchetti, M., Provenzani, U., Barale, F., &amp; Politi, P. (2015). Complementary and alternative therapies for autism spectrum disorder. <\/span><i><span style=\"font-weight: 400;\">Evidence-Based Complementary and Alternative Medicine, 2015<\/span><\/i><span style=\"font-weight: 400;\">(1), 258589. <\/span><strong><a href=\"http:\/\/dx.doi.org\/10.1155\/2015\/258589\" target=\"_blank\" rel=\"noopener\">http:\/\/dx.doi.org\/10.1155\/2015\/258589<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph, MA: Author<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11156\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png\" alt=\"\" width=\"600\" height=\"109\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-1024x187.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-768x140.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-600x109.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-fecbeaa e-flex e-con-boxed e-con e-parent\" data-id=\"fecbeaa\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3cc5a6f elementor-widget elementor-widget-heading\" data-id=\"3cc5a6f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Tedavi Uygulamalar\u0131<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e4f4048 elementor-widget-divider--view-line elementor-widget elementor-widget-divider\" data-id=\"e4f4048\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"divider.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-divider\">\n\t\t\t<span class=\"elementor-divider-separator\">\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1b025ee elementor-widget elementor-widget-n-accordion\" data-id=\"1b025ee\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2830\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2830\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Psikiyatrik Tedavi Uygulamalar\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2830\" class=\"elementor-element elementor-element-f8eca2c e-con-full e-flex e-con e-child\" data-id=\"f8eca2c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-8955132 elementor-widget elementor-widget-text-editor\" data-id=\"8955132\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n a\u015f\u0131r\u0131 hareketli olma, \u00f6fke n\u00f6betleri ve tak\u0131nt\u0131l\u0131 davran\u0131\u015flar sergileme gibi davran\u0131\u015f sorunlar\u0131n\u0131 azaltmada ve dikkatlerini art\u0131rmada \u00e7e\u015fitli psikiyatrik ila\u00e7lardan yararlan\u0131l\u0131r. \u0130la\u00e7 tedavisine ili\u015fkin olarak \u00e7ocu\u011fu de\u011ferlendiren, ila\u00e7 tedavisine karar veren ve bu tedaviyi uygulayan hekimler, \u00e7ocuk ve ergen psikiyatristleri ve \u00e7ocuk n\u00f6rologlar\u0131d\u0131r. Bu ila\u00e7lar\u0131n hangilerinin, hangi dozlarda kullan\u0131lmas\u0131 gerekti\u011fi b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. Bu nedenle, kullan\u0131lan ila\u00e7lar\u0131n etkilerinin ve yan etkilerinin hekimler taraf\u0131ndan \u00e7ok yak\u0131ndan takip edilmesi gerekir. Dolay\u0131s\u0131yla, ila\u00e7 tedavisi g\u00f6ren \u00e7ocuklar y\u0131lda bir ya da iki kez kontrole g\u00f6t\u00fcr\u00fclmelidir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Psikiyatrik ila\u00e7lar\u0131n yukar\u0131da belirtilen davran\u0131\u015flar \u00fczerindeki baz\u0131 olumlu etkilerini g\u00f6steren ara\u015ft\u0131rma bulgular\u0131 vard\u0131r. Konu ile ilgili 2023 y\u0131l\u0131nda Tohum Otizm Vakf\u0131 taraf\u0131ndan yay\u0131nlanan \u201c<a href=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/DEGERLENDIRME-RAPORU-VI.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Yo\u011fun Davran\u0131\u015f Sorunlar\u0131 Olan Otizmli Bireyler i\u00e7in Davran\u0131\u015fsal ve T\u0131bbi M\u00fcdahaleler<\/strong><\/a>\u201d raporu incelenebilir.<\/span><\/p><p><b><span style=\"color: #ff0000;\">!<\/span> <\/b><span style=\"font-weight: 400;\">Psikiyatrik ila\u00e7lar\u0131n \u00e7ok \u00e7e\u015fitli olmas\u0131 ve bu ila\u00e7lardan hangilerinin hangi \u00e7ocuklar \u00fczerinde daha etkili oldu\u011funa ancak hekimlerin karar verebilmesi nedenleriyle, psikiyatrik tedavi uygulamalar\u0131 de\u011ferlendirme d\u0131\u015f\u0131 b\u0131rak\u0131lm\u0131\u015ft\u0131r.\u00a0<\/span><\/p><p><span style=\"color: #ff0000;\"><b>!!<\/b><\/span><span style=\"font-weight: 400;\"> Otizmin temel belirtilerini d\u00fczelten bir ila\u00e7 \u015fu ana kadar bulunamam\u0131\u015ft\u0131r. Son y\u0131llarda bu konuda baz\u0131 ila\u00e7lar hakk\u0131nda yo\u011fun \u00e7al\u0131\u015fmalar devam etmekte olsa da; faydas\u0131 bilimsel olarak ispatlanm\u0131\u015f, tekrarlay\u0131c\u0131 ve geni\u015f \u00f6l\u00e7ekli \u00e7al\u0131\u015fmalar bulunmamaktad\u0131r.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2831\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2831\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Alternatif ve Destekleyici Tedavi Uygulamalar\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2831\" class=\"elementor-element elementor-element-aa9cda8 e-con-full e-flex e-con e-child\" data-id=\"aa9cda8\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c764e8a elementor-widget elementor-widget-text-editor\" data-id=\"c764e8a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Alternatif ve destekleyici tedavi uygulamalar\u0131 geleneksel t\u0131bbi yakla\u015f\u0131mlar\u0131n d\u0131\u015f\u0131nda kalan, \u00e7o\u011fu zaman do\u011fal, k\u00fclt\u00fcrel veya b\u00fct\u00fcnc\u00fcl yakla\u015f\u0131mlara dayanan uygulamalar\u0131 kapsar. Otizmli \u00e7ocuklar i\u00e7in bu t\u00fcr uygulamalar genellikle t\u0131bbi tedavilerin ya da e\u011fitim programlar\u0131n\u0131n yan\u0131nda kullan\u0131lmaktad\u0131r. Otizm alan\u0131nda alternatif ve destekleyici tedavi uygulamalar\u0131 \u00fczerine yap\u0131lan \u00e7al\u0131\u015fmalar hala \u00e7ok erken a\u015famalardad\u0131r. Baz\u0131 tedaviler umut vaad etmeye ba\u015flarken, baz\u0131lar\u0131n\u0131n etkisiz oldu\u011fu, aralar\u0131ndan baz\u0131lar\u0131n\u0131n da \u00f6nemli t\u0131bbi risklerinin oldu\u011fu g\u00f6r\u00fclmektedir. Genel olarak baz\u0131 alternatif ve destekleyici tedavi uygulamalar\u0131 ile ilgili a\u015fa\u011f\u0131daki bilgiler bilinmektedir:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Otizm i\u00e7in hen\u00fcz kesin bir tedavi y\u00f6ntemi bulunmamakla birlikte, yo\u011fun davran\u0131\u015fsal uygulamalar ve erken m\u00fcdahale, \u00e7ocu\u011fun geli\u015fimini b\u00fcy\u00fck \u00f6l\u00e7\u00fcde olumlu y\u00f6nde etkilemektedir.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Otizm alan\u0131nda alternatif ve destekleyici tedavi uygulamalar\u0131na ili\u015fkin \u00e7ok az nitelikli ara\u015ft\u0131rma bulunmaktad\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bu tedavilerin otizm \u00fczerindeki etkilerini anlamak ve aileler ile uygulamac\u0131lara rehberlik sa\u011flamak i\u00e7in daha y\u00fcksek nitelikli ara\u015ft\u0131rmalara gereksinim vard\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sekretin, hiperbarik oksijen, \u015felasyon gibi bir\u00e7ok alternatif ve tamamlay\u0131c\u0131 tedavi uygulamas\u0131n\u0131n otizmi iyile\u015ftirdi\u011fine dair bilimsel bir bilgi yoktur.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Anne-babalar, uygulamac\u0131lar ve uzmanlar \u00e7ok \u00e7e\u015fitli hastal\u0131klar\u0131 tedavi etti\u011fini iddia eden \u00fcr\u00fcnlere ve uygulamalara \u015f\u00fcpheyle yakla\u015fmal\u0131, g\u00f6r\u00fc\u015f vermekten ka\u00e7\u0131nmal\u0131, \u201ch\u0131zl\u0131 \u00e7\u00f6z\u00fcmler\u201d ve \u201cmucize tedaviler\u201d konusunda dikkatli olmal\u0131 ve bunun yerine \u00fcr\u00fcnlerin ve uygulamalar\u0131n bilimsel temellerini ara\u015ft\u0131rmal\u0131d\u0131r.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u011f\u0131r metallerden ar\u0131nd\u0131rma, \u00e7ama\u015f\u0131r suyu terapisi, hiperbarik oksijen tedavisi, marihuana ve kenevir ya\u011f\u0131 gibi alternatif ve tamamlay\u0131c\u0131 uygulamalar\u0131n \u00e7ocu\u011fun sa\u011fl\u0131\u011f\u0131 a\u00e7\u0131s\u0131ndan riskli oldu\u011fu unutulmamal\u0131d\u0131r.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da otizmli \u00e7ocuklar\u0131n tedavisinde orta d\u00fczeyde etkili olarak kabul edilen iki tedaviye yer verilmi\u015ftir. <\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-505c7de elementor-widget elementor-widget-n-accordion\" data-id=\"505c7de\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;default_state&quot;:&quot;all_collapsed&quot;,&quot;max_items_expended&quot;:&quot;one&quot;,&quot;n_accordion_animation_duration&quot;:{&quot;unit&quot;:&quot;ms&quot;,&quot;size&quot;:400,&quot;sizes&quot;:[]}}\" data-widget_type=\"nested-accordion.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"e-n-accordion\" aria-label=\"Accordion. Open links with Enter or Space, close with Escape, and navigate with Arrow Keys\">\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8420\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"1\" tabindex=\"0\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8420\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Derin Beyin Uyar\u0131m\u0131 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2831 e-n-accordion-item-8420\" class=\"elementor-element elementor-element-f3e83e6 e-con-full e-flex e-con e-child\" data-id=\"f3e83e6\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-e188be7 elementor-widget elementor-widget-text-editor\" data-id=\"e188be7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Derin Beyin Uyar\u0131m\u0131 (Deep Brain Stimulation &#8211; DBS), n\u00f6rolojik ya da baz\u0131 psikiyatrik hastal\u0131klar\u0131n tedavisinde tercih edilmekte; cerrahi y\u00f6ntemlerle yerle\u015ftirilen elektrotlar arac\u0131l\u0131\u011f\u0131yla beynin belirli b\u00f6lgelerine elektriksel uyar\u0131lar g\u00f6nderilmektedir. Ba\u015fta Parkinson hastal\u0131\u011f\u0131, titreme ve distoni olmak u\u0308zere; epilepsi, tedaviye diren\u00e7li depresyon, obsesif kompulsif bozukluk ve Tourette sendromunun ileri vakalar\u0131nda kullan\u0131lan etkili bir tedavi y\u00f6ntemidir. 2024 y\u0131l\u0131nda Herrera\u2010Pino ve arkada\u015flar\u0131 taraf\u0131ndan yap\u0131lan bir \u00e7al\u0131\u015fmada, otizm ve ileri derecede zihin yetersizli\u011fi tan\u0131s\u0131 alm\u0131\u015f \u00e7ocuk ve ergenlerde g\u00f6ru\u0308len sald\u0131rgan ve kendine zarar verici davran\u0131\u015flar\u0131n tedavisinde DBS uygulamalar\u0131n\u0131n etkilili\u011fi ve gu\u0308venilirli\u011fi incelendi. Veriler DBS\u2019nin bu grupta sald\u0131rganl\u0131k belirtilerinin s\u0131kl\u0131\u011f\u0131nda ve \u015fiddetinde anlaml\u0131 bir azalma sa\u011flad\u0131\u011f\u0131n\u0131 g\u00f6sterdi. Ayr\u0131ca sosyal i\u015flevsellik, uyumsal davran\u0131\u015flar ve genel klinik iyilik h\u00e2linde de iyile\u015fmeler bildirildi. Benzer bi\u00e7imde, Gorodetsky ve arkada\u015flar\u0131 taraf\u0131ndan yu\u0308ru\u0308tu\u0308len ba\u015fka bir \u00e7al\u0131\u015fmada; tedaviye diren\u00e7li, kendine zarar verme davran\u0131\u015f\u0131 g\u00f6steren ve otizm tan\u0131s\u0131 alm\u0131\u015f 7\u201314 ya\u015f aras\u0131 alt\u0131 \u00e7ocukta, sald\u0131rganl\u0131k s\u0131kl\u0131\u011f\u0131 ve \u015fiddetinde %30\u2019dan fazla azalma ile birlikte ya\u015fam kalitesinde belirgin art\u0131\u015f g\u00f6zlendi. Bulgular, DBS\u2019nin ciddi kendine zarar verme davran\u0131\u015f\u0131 g\u00f6steren \u00e7ocuklar i\u00e7in umut vadeden bir tedavi se\u00e7ene\u011fi olabilece\u011fini ortaya koymakta; ancak bu konuda daha geni\u015f \u00f6l\u00e7ekli ve kontrollu\u0308 \u00e7al\u0131\u015fmalara gereksinim oldu\u011funu da vurgulamaktad\u0131r. \u00d6te yandan, otizmde g\u00f6ru\u0308len problem davran\u0131\u015flar\u0131n beyindeki kesin kaynaklar\u0131 henu\u0308z net olarak belirlenmedi\u011finden, uzmanlar baz\u0131 \u00f6nemli hat\u0131rlatmalarda bulunmaktad\u0131r.<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">DBS, yaln\u0131zca \u00e7ok ciddi ve kronikle\u015fmi\u015f davran\u0131\u015f sorunlar\u0131na sahip, geleneksel ve farmakolojik tedavilere yan\u0131t vermeyen bireylerde de\u011ferlendirilmelidir.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bireyin mutlaka multidisipliner bir ekip taraf\u0131ndan ele al\u0131nmas\u0131; mu\u0308dahalenin, DBS alan\u0131nda deneyimli uzmanlar\u0131n bulundu\u011fu ileri du\u0308zey merkezlerde ger\u00e7ekle\u015ftirilmesi ve uygulaman\u0131n sonras\u0131nda du\u0308zenli izleme ve takip \u00e7al\u0131\u015fmalar\u0131n\u0131n yap\u0131lmas\u0131 gerekmektedir.<\/span><\/li><\/ul><p><b>Source Recommendations:<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Gorodetsky, C., Mithani, K., Breitbart, S., Yan, H., Zhang, K., Gouveia, F. V., Warsi, N., Suresh, H., Wong, S. M., Huber, J., Kerr, E. N., Kulkarni, A. V., Taylor, M. J., P Hagopian, L., Fasano, A., &amp; Ibrahim, G. M. (2025). Deep Brain Stimulation of the Nucleus Accumbens for Severe Self-Injurious Behavior in Children: A Phase I Pilot Trial. <\/span><i><span style=\"font-weight: 400;\">Biological Psychiatry, 97<\/span><\/i><span style=\"font-weight: 400;\">(12), 1116\u20131126. <\/span><strong><a href=\"https:\/\/doi.org\/10.1016\/j.biopsych.2024.12.001\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.biopsych.2024.12.001<\/a>\u00a0<\/strong><\/li><\/ul><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Herrera-Pino, J., Benedetti-Isaac, J., Ripoll-C\u00f3rdoba, D., Camargo, L., Castillo-Tamara, E. E., MoralesAsencio, B., &#8230; &amp; L\u00f3pez, N. (2024). Effectiveness of deep brain stimulation on refractory aggression in pediatric patients with autism and severe intellectual disability: Meta-analytic review. <\/span><i><span style=\"font-weight: 400;\">BMC Pediatrics, 24(<\/span><\/i><span style=\"font-weight: 400;\">1), 487. <\/span><strong><a href=\"https:\/\/doi.org\/10.1186\/s12887-024-04920-x\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1186\/s12887-024-04920-x<\/a>\u00a0<\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-8421\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"2\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-8421\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Transkranial Manyetik Uyar\u0131m <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region region\" aria-labelledby=\"e-n-accordion-item-2831 e-n-accordion-item-8421\" class=\"elementor-element elementor-element-a21d187 e-con-full e-flex e-con e-child\" data-id=\"a21d187\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1ee5688 elementor-widget elementor-widget-text-editor\" data-id=\"1ee5688\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Transkraniyal Manyetik Uyar\u0131m (Transcranial Magnetic Stimulation &#8211; TMS), beyne d\u0131\u015far\u0131dan herhangi bir elektrik ak\u0131m\u0131 verilmeden manyetik alan olu\u015fturularak, beynin do\u011fal elektriksel aktivitesinin d\u00fczenlenmesini ama\u00e7layan bir tedavidir. Bu tedaviyle, beynin d\u00fczensiz elektriksel aktivitelerinin dengelenerek baz\u0131 hastal\u0131klar\u0131n tedavisine katk\u0131 sa\u011flayabilece\u011fi d\u00fc\u015f\u00fcn\u00fclmektedir. TMS\u2019nin otizm \u00fczerindeki etkileri konusunda ara\u015ft\u0131rmalar devam etmekte ancak yava\u015f ilerlemektedir. Smith ve meslekta\u015flar\u0131 2023 y\u0131l\u0131nda yapt\u0131klar\u0131 \u00e7al\u0131\u015fmada TMS\u2019nin otizmli bireylere uyguland\u0131\u011f\u0131 12 ara\u015ft\u0131rmay\u0131 incelediler. \u00c7al\u0131\u015fma bu tedavinin \u00f6zellikle tekrarl\u0131 davran\u0131\u015flar ve bili\u015fsel zorluklar gibi otizm belirtilerini azaltt\u0131\u011f\u0131n\u0131, sosyal ileti\u015fim ve etkile\u015fim becerileri \u00fczerinde hen\u00fcz bir etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6sterdi. Uygulaman\u0131n otizmin tedavisine ili\u015fkin umut verici oldu\u011fu, ancak daha g\u00fc\u00e7l\u00fc \u00e7al\u0131\u015fmalara gereksinim duyuldu\u011fu vurgulanmaktad\u0131r. Sonu\u00e7 olarak, TMS\u2019nin otizm tedavisindeki rol\u00fcn\u00fc netle\u015ftirmek i\u00e7in daha fazla ara\u015ft\u0131rma gerekmektedir.\u00a0<\/span><\/p><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Smith, J. R., DiSalvo, M., Green, A., Ceranoglu, T. A., Anteraper, S. A., Croarkin, P., &amp; Joshi, G. (2023). Treatment response of transcranial magnetic stimulation in intellectually capable youth and young adults with autism spectrum disorder: A systematic review and meta-analysis. <\/span><i><span style=\"font-weight: 400;\">Neuropsychology Review, 33(<\/span><\/i><span style=\"font-weight: 400;\">4), 834-855. DOI:10.1007\/s11065-022-09564-1.\u00a0\u00a0<\/span><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11131\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png\" alt=\"\" width=\"600\" height=\"101\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-300x50.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-1024x172.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-768x129.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta-600x101.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/orta.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2832\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"3\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2832\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Sa\u011fl\u0131kl\u0131 Beslenme <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2832\" class=\"elementor-element elementor-element-b628b3a e-con-full e-flex e-con e-child\" data-id=\"b628b3a\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3757e31 elementor-widget elementor-widget-text-editor\" data-id=\"3757e31\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n beslenme s\u00fcre\u00e7leri, bazen tipik geli\u015fim g\u00f6steren \u00e7ocuklardan farkl\u0131 seyredebilir. Bu farkl\u0131l\u0131klar; s\u0131n\u0131rl\u0131 yiyecek tercihleri, duyusal hassasiyetler, yemek yeme rutinlerine ba\u011fl\u0131l\u0131k ve baz\u0131 sindirim sorunlar\u0131 \u015feklinde kendini g\u00f6sterebilir. Bu durum ailelerin \u00e7ocuklar\u0131n\u0131n geli\u015fimini desteklemek amac\u0131yla farkl\u0131 y\u00f6ntemler aramas\u0131na neden olmaktad\u0131r. Baz\u0131 aileler, \u00e7ocuklar\u0131n\u0131n beslenme d\u00fczenine besin d\u0131\u015f\u0131 takviyeler (\u00f6rne\u011fin probiyotikler, amino asitler, enzimler veya a\u011f\u0131r metal temizleyiciler) eklemektedir. Bu uygulamalar\u0131n; sindirim sistemini destekledi\u011fi, ba\u011f\u0131\u015f\u0131kl\u0131k sistemini d\u00fczenledi\u011fi ya da n\u00f6rolojik i\u015flevleri olumlu y\u00f6nde etkiledi\u011fi \u00f6ne s\u00fcr\u00fclmektedir. Ancak, \u015fu ana kadar yap\u0131lan bilimsel ara\u015ft\u0131rmalar, bu t\u00fcr takviyelerin otizm belirtileri \u00fczerinde kesin bir etkisi oldu\u011funu kan\u0131tlayamad\u0131. Benzer bi\u00e7imde, gluten ya da kazein diyeti gibi \u00f6zel beslenme yakla\u015f\u0131mlar\u0131 baz\u0131 aileler taraf\u0131ndan tercih edilse de, bu t\u00fcr diyetlerin t\u00fcm \u00e7ocuklar i\u00e7in ge\u00e7erli ve etkili oldu\u011funa dair g\u00fc\u00e7l\u00fc bilimsel kan\u0131tlar bulunmamaktad\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Sa\u011fl\u0131kl\u0131 ve dengeli beslenme, yaln\u0131zca otizmli bireyler i\u00e7in de\u011fil, t\u00fcm \u00e7ocuklar ve yeti\u015fkinler i\u00e7in b\u00fcy\u00fck \u00f6nem ta\u015f\u0131r. Baz\u0131 durumlarda vitamin ya da mineral takviyesi gerekebilir. Ancak bu takviyelerin, \u00f6zellikle tedavi amac\u0131yla ve uzman kontrol\u00fc olmadan kullan\u0131lmas\u0131 ciddi sa\u011fl\u0131k sorunlar\u0131na neden olabilir. Otizmi tedavi etti\u011fine dair herhangi bir vitamin ya da beslenme takviyesine ili\u015fkin bilimsel bir bulgu yoktur. Bu nedenle, her t\u00fcrl\u00fc takviye mutlaka bir hekime dan\u0131\u015f\u0131larak kullan\u0131lmal\u0131d\u0131r.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Otizmli \u00e7ocuklar\u0131n beslenme al\u0131\u015fkanl\u0131klar\u0131n\u0131 desteklemek i\u00e7in, a\u015fa\u011f\u0131daki \u00f6neriler g\u00fcnl\u00fck ya\u015famda anne-babalara yard\u0131mc\u0131 olabilir:\u00a0<\/span><\/p><ul><li aria-level=\"1\"><b>Duyusal Hassasiyetleri Tan\u0131y\u0131n:<\/b><\/li><\/ul><ul><li style=\"list-style-type: none;\"><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Yeni yiyecekleri tan\u0131d\u0131k yemeklerin yan\u0131nda k\u00fc\u00e7\u00fck miktarlarda sunun.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Renk, doku ve s\u0131cakl\u0131k \u00e7e\u015fitlili\u011fini artt\u0131rarak uyum s\u00fcrecini kolayla\u015ft\u0131r\u0131n.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">\u00c7ocu\u011fun yeme\u011fe dokunmas\u0131na ve koklamas\u0131na izin verin; yemesi i\u00e7in zorlamay\u0131n.<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><b>Yemek Rutinleri Olu\u015fturun:<\/b><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Yemek saatlerini g\u00fcn i\u00e7inde ayn\u0131 zamanlarda ve benzer ortamlarda planlay\u0131n.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">G\u00f6rsel destekler veya s\u00f6zl\u00fc hat\u0131rlatmalarla yeme\u011fe ge\u00e7i\u015fleri kolayla\u015ft\u0131r\u0131n.<\/span><\/li><\/ul><\/li><li><b>Pozitif ve Rahatlat\u0131c\u0131 Ortam Yarat\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Yemek zaman\u0131n\u0131 bir m\u00fccadele alan\u0131 de\u011fil, keyifli bir etkinlik haline getirin.<\/span><\/li><li><span style=\"font-weight: 400;\">Yeni yiyecekleri denedi\u011finde olumlu tepkiler verin, peki\u015ftirin.<\/span><\/li><\/ul><\/li><li><b>Yeterli S\u0131v\u0131 Al\u0131m\u0131n\u0131 Sa\u011flay\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Su i\u00e7meyi cazip hale getirmek i\u00e7in renkli pipet, e\u011flenceli bardaklar kullan\u0131n.<\/span><\/li><li><span style=\"font-weight: 400;\">S\u00fct, meyve suyu gibi alternatiflerle s\u0131v\u0131 al\u0131m\u0131n\u0131 destekleyin ancak a\u015f\u0131r\u0131ya ka\u00e7may\u0131n.<\/span><\/li><\/ul><\/li><li><b>Tek Tip Beslenmenin \u00d6n\u00fcne Ge\u00e7in:<\/b><ul><li><span style=\"font-weight: 400;\">Sadece birka\u00e7 yiyece\u011fe ba\u011fl\u0131 kalmamak i\u00e7in benzer g\u00f6r\u00fcn\u00fcml\u00fc ama farkl\u0131 i\u00e7erikte besinler sunun.<\/span><\/li><li><span style=\"font-weight: 400;\">\u00d6rne\u011fin sadece makarna yiyorsa, i\u00e7ine k\u0131y\u0131lm\u0131\u015f sebzeler ekleyerek \u00e7e\u015fitlendirme yapabilirsiniz.<\/span><\/li><\/ul><\/li><li><b>Takviye ve \u00d6zel Diyetlere Bilin\u00e7li Yakla\u015f\u0131n:<\/b><ul><li><span style=\"font-weight: 400;\">Sa\u011fl\u0131kl\u0131 ve dengeli beslenme t\u00fcm \u00e7ocuklar i\u00e7in \u00f6nemlidir. Baz\u0131 durumlarda vitamin veya mineral takviyesi gerekebilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Ancak bu t\u00fcr takviyeler, otizmi tedavi etmez ve \u00f6zellikle hekim kontrol\u00fc olmadan kullan\u0131ld\u0131\u011f\u0131nda \u00e7ocuk sa\u011fl\u0131\u011f\u0131 i\u00e7in risk olu\u015fturabilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Her \u00e7ocuk farkl\u0131d\u0131r; bir ba\u015fka \u00e7ocukta i\u015fe yarayan bir diyet ya da takviye, sizin \u00e7ocu\u011funuzda i\u015fe yaramayabilir.<\/span><\/li><li><span style=\"font-weight: 400;\">Bu nedenle t\u00fcm \u00f6zel diyetler ve takviyeler mutlaka \u00e7ocuk hekimi veya diyetisyen g\u00f6zetiminde planlanmal\u0131d\u0131r.<\/span><\/li><\/ul><\/li><li><b>Kab\u0131zl\u0131k ve Sindirim Sorunlar\u0131n\u0131 Takip Edin:<\/b><ul><li><span style=\"font-weight: 400;\">Lifli g\u0131dalar\u0131 beslenmeye dahil edin (\u00f6rne\u011fin: tam tah\u0131llar, sebzeler, meyveler).<\/span><\/li><li><span style=\"font-weight: 400;\">Hareket etmeyi te\u015fvik edin ve bol su i\u00e7mesini sa\u011flay\u0131n.<\/span><\/li><\/ul><\/li><\/ul><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Topalo\u011flu, B., &amp; S\u00fcmer, E. (2025). <\/span><i><span style=\"font-weight: 400;\">\u00d6zel gereksinimli \u00e7ocuklarda sa\u011fl\u0131kl\u0131 beslenme. <\/span><\/i><span style=\"font-weight: 400;\">T.C. Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 Halk Sa\u011fl\u0131\u011f\u0131 Genel M\u00fcd\u00fcrl\u00fc\u011f\u00fc.<\/span><\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t<details id=\"e-n-accordion-item-2833\" class=\"e-n-accordion-item\" >\n\t\t\t\t<summary class=\"e-n-accordion-item-title\" data-accordion-index=\"4\" tabindex=\"-1\" aria-expanded=\"false\" aria-controls=\"e-n-accordion-item-2833\" >\n\t\t\t\t\t<span class='e-n-accordion-item-title-header'><div class=\"e-n-accordion-item-title-text\"> Etkisi Zay\u0131f Tedaviler\u00a0 <\/div><\/span>\n\t\t\t\t\t\t\t<span class='e-n-accordion-item-title-icon'>\n\t\t\t<span class='e-opened' ><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-minus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h384c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t\t<span class='e-closed'><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-plus\" viewbox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M416 208H272V64c0-17.67-14.33-32-32-32h-32c-17.67 0-32 14.33-32 32v144H32c-17.67 0-32 14.33-32 32v32c0 17.67 14.33 32 32 32h144v144c0 17.67 14.33 32 32 32h32c17.67 0 32-14.33 32-32V304h144c17.67 0 32-14.33 32-32v-32c0-17.67-14.33-32-32-32z\"><\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t<div role=\"region\" aria-labelledby=\"e-n-accordion-item-2833\" class=\"elementor-element elementor-element-8bc4aa9 e-con-full e-flex e-con e-child\" data-id=\"8bc4aa9\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-237ad66 elementor-widget elementor-widget-text-editor\" data-id=\"237ad66\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">A\u015fa\u011f\u0131da\u00a0 g\u00f6sterilen tedavi uygulamalar\u0131n\u0131n otizmli \u00e7ocuklar u\u0308zerinde olumlu etkileri oldu\u011funu g\u00f6steren bilimsel ara\u015ft\u0131rmalar henu\u0308z yoktur ya da yap\u0131lan ara\u015ft\u0131rmalar bu uygulaman\u0131n otizmli \u00e7ocuklar u\u0308zerinde herhangi bir olumlu etkisi olmad\u0131\u011f\u0131n\u0131 g\u00f6stermektedir.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Etkisi zay\u0131f tedaviler hakk\u0131nda daha detayl\u0131 bilgi almak i\u00e7in <\/span><a href=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/EGITIM_TERAPI-SARI_10-TEMMUZ-2025_SON-Bosluksuz-Online_2.pdf\" target=\"_blank\" rel=\"noopener\"><b>Otizm Spektrum Bozuklu\u011funda E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 \u2013 \u00d6\u011fretmenler ve Uzmanlar i\u00e7in Ba\u015fucu Rehberimizi<\/b><\/a><span style=\"font-weight: 400;\"> Please review.\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">A\u011f\u0131r Metallerden Ar\u0131nd\u0131rma<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Bal\u0131k Ya\u011f\u0131<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7ama\u015f\u0131r Suyu Terapisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">DAN! Protokol\u00fc<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Diyete Besin D\u0131\u015f\u0131 Katk\u0131lar Ekleme\u00a0<\/span><ul><li aria-level=\"1\"><span style=\"font-weight: 400;\">\u00c7e\u015fitli Aminoasitler<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Prebiyotik<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Probiyotik<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Eliminasyon Diyetleri<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Deve s\u00fct\u00fc<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">GAPS diyeti\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Gl\u00fcten-Kazein diyeti<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">FODMAP diyeti (Fermente Olabilir Oligosakaritler, Disakaritler, Monosakaritler ve Poliol)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Ketojenik beslenme\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Peynir alt\u0131 suyu<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">S\u00fct \u00fcr\u00fcnlerinin \u00e7\u0131kar\u0131lmas\u0131 <\/span><\/li><\/ul><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hiperbarik Oksijen Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Homeopati\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u0130ntraven\u00f6z \u0130mmunglobulin Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Kayropraktik Bak\u0131m<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">K\u00f6k H\u00fccre Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Mantar Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Marihuana Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">M\u0131knat\u0131slar\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6rofeedback Temelli Tedaviler\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">N\u00f6ro-Mod\u00fclasyon<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Oksitosin Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ozon Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Sekretin Tedavisi\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">\u015eelasyon Tedavisi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transkutan\u00f6z Vagus Sinir Stim\u00fclasyonu (tVNS)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Vitamin ve Takviye Deste\u011fi<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ya\u011flar<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Esans ya\u011flar<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Kenevir ya\u011f\u0131<\/span><\/li><\/ul><\/li><\/ul><p><b><span style=\"color: #ff0000;\">*D\u0130KKAT!<\/span> Bu uygulamalar \u00e7ocu\u011fun sa\u011fl\u0131\u011f\u0131 i\u00e7in riskli olabilir.<\/b><\/p><p><b>Source Recommendations:\u00a0<\/b><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fuentes, J., Herv\u00e1s, A., Howlin, P., &amp; (ESCAP ASD Working Party). (2021). ESCAP practice guidance for autism: a summary of evidence-based recommendations for diagnosis and treatment. European Child &amp; Adolescent Psychiatry, 30(6), 961-984. <\/span><strong><a href=\"https:\/\/doi.org\/10.1007\/s00787-020-01587-4\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1007\/s00787-020-01587-4<\/a>\u00a0<\/strong><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Levy, S. E., &amp; Hyman, S. L. (2015). Complementary and alternative medicine treatments for children with autism spectrum disorders. <\/span><i><span style=\"font-weight: 400;\">Child and Adolescent Psychiatric Clinics of North America, 24<\/span><\/i><span style=\"font-weight: 400;\">(1), 117-143.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">National Autism Center. (2015). <\/span><i><span style=\"font-weight: 400;\">Findings and conclusions: National standards project, phase 2.<\/span><\/i><span style=\"font-weight: 400;\"> Randolph, MA: Author<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Y\u00fccesoy-\u00d6zkan, S., &amp; Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">T.C. Sa\u011fl\u0131k Bakanl\u0131\u011f\u0131 Sa\u011fl\u0131k Hizmetleri Genel Mu\u0308du\u0308rlu\u0308\u011fu\u0308 (2022). <\/span><i><span style=\"font-weight: 400;\">Otizm Spektrum Bozuklu\u011fu Aile Rehberi. <\/span><\/i><span style=\"font-weight: 400;\">Ankara.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><strong><a href=\"https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/\" target=\"_blank\" rel=\"noopener\">https:\/\/asatonline.org\/for-parents\/learn-more-about-specific-treatments\/treatments-in-alphabetical-order\/<\/a><\/strong><\/li><\/ul><p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-11156\" src=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png\" alt=\"\" width=\"600\" height=\"109\" srcset=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-300x55.png 300w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-1024x187.png 1024w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-768x140.png 768w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif-600x109.png 600w, https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/zayif.png 1233w\" sizes=\"(max-width: 600px) 100vw, 600px\" \/><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Otizm Nedir? E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 Otizm spektrum bozuklu\u011fu alan\u0131nda kullan\u0131lan e\u011fitim, terapi ve tedavi uygulamalar\u0131 olduk\u00e7a \u00e7e\u015fitlidir. Her ge\u00e7en g\u00fcn bu uygulamalara yenileri eklenmektedir. Bir uygulaman\u0131n otizmli bireyler i\u00e7in ger\u00e7ekten faydal\u0131 olup olmad\u0131\u011f\u0131n\u0131 anlayabilmek i\u00e7in, bu uygulama bilimsel olarak de\u011ferlendirilmeli ve kabul g\u00f6rmelidir. Bir uygulaman\u0131n bilimsel olarak kabul g\u00f6rmesi i\u00e7in iki temel \u00f6zelli\u011fe<\/p>","protected":false},"author":1,"featured_media":0,"parent":4605,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"elementor_header_footer","meta":{"footnotes":""},"class_list":["post-4608","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v28.5 (Yoast SEO v28.5) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 | Tohum Otizm Vakf\u0131<\/title>\n<meta name=\"description\" content=\"Uygulamal\u0131 davran\u0131\u015f analizi, TEACCH, PECS ve di\u011fer bilimsel temelli otizm e\u011fitim ve terapi y\u00f6ntemleri hakk\u0131nda kapsaml\u0131 bilgi.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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