{"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":"educational-therapy-and-treatment-practices","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\u0131rcal\u0131 \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Behavioral training program for autistic children.<\/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\u0131rcal\u0131 \u0130ftar, G. Kurt, O. &amp; \u00dclke Ku\u0308rk\u00e7u\u0308o\u011flu, B. (2014). <\/span><i><span style=\"font-weight: 400;\">Forms of behavioral training program for autistic children. <\/span><\/i><span style=\"font-weight: 400;\">An\u0131 Publishing.<\/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\"> Relationship-Based Applications <\/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;\">Relationship-Based practices are those that prioritize emotional development and connection in children. Among these practices, the most popular are DIR (Developmental Individual Relationship-Based-Geli\u015fimsel, Bireysel, \u0130li\u015fki-Temelli Uygulamalar)\/Floortime. In this practice, social interaction in free play environments with the child is essential. Thus, the goal is to develop the child\u2019s ability to engage in spontaneous social interactions and ensure that the child enjoys these skills. During interactions, the child\u2019s leadership is observed and it is accepted that every action has a meaning. Therefore, the child\u2019s actions are not restricted or interrupted; on the contrary, they are encouraged to interact with the child by doing similar things. Floortime is not among scientifically-based practices. Although some small-scale studies have shown that Floortime can improve social communication and interaction skills in children, more research and long-term follow-up data are needed to say for certain that it is effective. <\/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\"> Music-Based Applications <\/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;\">Music-Mediated Intervention (MMI) are applications that use song, rhythm, and melodic tonalities to support the development of various skills. The practitioner systematically and purposefully involves autistic children in singing, listening, moving, playing instruments, and creative activities to elicit targeted behaviors and encourage them to exhibit these behaviors. These applications can be used in daily routines, activities, and games in special education and inclusion settings. Since activities such as listening to music, dancing, or playing an instrument can be highly preferred for autistic children, access to these types of activities can also be used as a reinforcement.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Music-based interventions are particularly effective in helping children diagnosed with autism in early childhood, preschool, and childhood to gain communication, social, play, and motor skills, and to reduce problem behaviors.<\/span><b> Applications using music and music therapy differ from each other. <\/b><span style=\"font-weight: 400;\">While music is used as a teaching tool in music-based practices, music therapy is the music itself. While music-based practices can be used by teachers, family members, or other professionals, music therapy is administered by a trained music therapist. While music-based practices aim to instill behavioral goals, music therapy aims to promote social and emotional development.\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 Model\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;\">The Princeton Child Development Institute (PCDI) was founded in 1970 and is a nonprofit organization that aims to provide scientific-based services to children, adolescents, and adults with autism. The services offered to individuals with autism at PCDI include:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Early intervention services: 30 hours of training per week at home or at school.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Preschool and School Education Services: Approximately 5 hours of education per day, five days a week, in the school.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adult Life Services: Supported employment and community life services.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Group Home Living: Independent living skills service in group homes that reflect a family environment.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">PCDI has over 1600 skills that can meet the needs of individuals with autism between the ages of 0-21. These skills cover different developmental areas (for example, receptive-expressive language skills, peer interaction, health, money, imitation). For each child, individualized education programs (BEP) are prepared in line with the views of the families. Systematic reports on the development of the children are prepared and shared with family members and other stakeholders. Feedback is provided to teachers on the job and the aim is to enhance their professional skills.<\/span><\/p><p><span style=\"font-weight: 400;\">The PCDI program was brought to Turkey by the Autism Foundation in 2006 TOHUM and is being implemented in Autism TOHUM Foundation Education Institutions. The TOHUM Autism Foundation Education Institutions, which are affiliated with the Ministry of National Education, accept children of the OSB age group for early childhood, pre-school, and school programs. There is a career development and life skills program for OSB individuals transitioning to young adulthood. High-quality applications covering all developmental areas, including communication and social interaction skills, are delivered through intensive one-on-one training sessions and group training. All these practices are conducted to ensure children\u2019s access to and participation in their homes, schools, and other social environments. At the same time, teachers are systematically provided with feedback in the field, thereby aiming to improve their professional skills.<\/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., and 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\"> Social Stories <\/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;\">Social stories (narratives) are short stories written in a specific format and aimed at a situation that is difficult or complex for the child. Through these stories, the process of instilling specific target behaviors in the child is carried out. Each story contains descriptive, guiding, reflective, and affirming sentences.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Stories are written to the child's level; for children who know how to read and write, they are prepared using simple sentences and visuals; for those who do not know how to read and write, they are prepared using a wide range of visuals, such as photographs and drawings. A written story is read with the child at specific times and question-and-answer exercises are conducted. Then, opportunities are created to bring about the behavior. Strategies are used to increase the likelihood of the behavior occurring, and when the targeted behavior is achieved, it is effectively reinforced.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">You can review social narrative genres TOHUM from the resources section of the Autism Foundation Education Portal. <\/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) is an approach developed in the 1970s and known as structured teaching. The program takes into account the skills, interests, and needs of children with autism. In this approach, the goal is not for the child to conform to the environment, but for the environment to conform to the child. Therefore, the physical environment is specifically structured, activities are organized in predictable ways, visual plans can be prepared, and structured work areas are used.<\/span><\/p><p><span style=\"font-weight: 400;\">Children practice certain skills by following their visual plans in their own work stations. In this way, they are trying to minimize their dependence on others. Although it is the program that benefits from visual support the most and is widely used all over the world, TEACCH does not have a strong experimental research background. Therefore, experimental research is needed to demonstrate the effects of TEACCH compared to other practices.<\/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;\">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\"><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\"> Technological-based Applications <\/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;\">Technology-based applications (Technology-Aided Instruction and Intervention) are defined as the use of tablet, smartphone, or computer-based programs to teach new skills to children with autism. Technology-based applications can support the independence of children with autism by providing solutions tailored to their individual needs and enabling them to integrate more effectively with society.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Today, among technology-based applications, mobile applications, augmented reality (AR) and virtual reality (VR) technologies, social robots, AI-supported educational platforms, and communication devices are included. Technology-based applications have been developed in accordance with the needs of systematic learning, taking into account that autistic children learn more effectively through visual means. Communication-supported applications used from early childhood onwards, animated stories that describe social stories, emotion recognition applications, and virtual social interaction scenarios can lead to significant improvements in children\u2019s communication, social skills, and adjustment behaviors. Furthermore, technology-based applications make it easier for teachers and parents to plan, monitor, and evaluate their learning processes. For example, some apps offer the ability to track a child's development using graphs and create personalized programs. <\/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\">Therapeutic Applications<\/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\"> Cognitive Behavioral Strategies <\/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;\">Cognitive behavioral strategies (Cognitive Behavioral\/Instructional Strategies) are strategies aimed at teaching children to be aware of their own thoughts and emotions, recognize situations where negative thoughts and emotions are intensified, and then use various strategies to change their thoughts, emotions, and behaviors. With cognitive behavioral strategies, children with autism are taught skills such as managing communication with others, awareness-based skills (e.g., staying in the present), managing emotions, and dealing with unwanted\/unexpected situations, anxiety, and anger. The acquisition of these skills supports daily life skills, social skills, and emotional well-being, while also reducing problem behaviors. Visual supports, role play, social story, reinforcement, providing tips, and family\/peer-based practices can also be used in cognitive behavioral strategies. As in the teaching of other skills, a systematic process should be followed for behaviors based on cognitive behavioral strategies.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Cognitive behavioral strategies are particularly effective in supporting the mental well-being of children and adolescents and their preparation for school, improving their pre-academic and academic skills, social and communication behaviors, and reducing problem behaviors.\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). Evidence-based practices I: Focused interventions. B. Sucuo\u011flu, H. Bakkalo\u011flu &amp; M. \u00c7. \u00d6k\u00e7\u00fcn Ak\u00e7amu\u015f (Editors). <\/span><i><span style=\"font-weight: 400;\">From Diagnosis to Intervention: The Autism Spectrum Disorder Handbook<\/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\"> Sensory Integration <\/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;\">Sensory Integration is an approach developed in the 1970s by occupational therapist and educator Dr. A. Jean Ayres regarding the problems experienced by children with autism in their sense of touch, balance, body awareness, visual, auditory, or olfactory senses. In some sources, Ayres is also referred to as Sensory Integration. Sensory integration aims to develop children\u2019s ability to perceive their sensory information (touch, movement, balance, vision, hearing, etc.) and to organize their bodies and provide appropriate motor and behavioral responses. The basic principles of sensory integration are: <\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The goal is for children to process environmental sensory information effectively and respond accordingly.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The focus is on the brain's ability to change and adapt through experience.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The therapy is structured with games and activities based on the child's interest and motivation.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Therapy is usually administered in specially designed environments, including materials and activities such as swings, climbing equipment, play with tactile materials, balance boards, and ball games. Sensory integration is effective in improving pre-academic and academic, adaptive, cognitive, social, communication, and motor skills in children with autism, and in reducing problem behaviors. There are other sensory integration practices besides Ayres Sensory Integration. However <\/span><b>The only scientific basis is Ayres Sense Integration.\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\"> Awareness-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-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;\">Mindfulness-Based Interventions are practices that encourage individuals to pay attention to their thoughts, emotions, and bodily sensations, and to accept these experiences without judgment. These practices can be used to provide positive effects on stress management, emotional regulation, and overall well-being. Mindfulness-based interventions have no adverse effects on the individual and can be used by anyone to cope with stressful situations. However, the studies on the effects of mindfulness-based practices on the education of children with autism are still limited. For example, in a meta-analysis study conducted by Simione and colleagues, 37 studies were examined, and it was found that mindfulness-based practices have the potential to reduce psychological problems, reduce problem behaviors, and improve cognitive-social skills in individuals with autism. High-quality scientific research is needed to demonstrate the positive effects of these practices on individuals with autism.\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\"> Weak Therapies with Effect <\/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;\">There are currently no scientific studies showing that the therapies described below have a positive effect on children with autism, or the studies that have been conducted show that these therapies have no positive effect on children with autism.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">To obtain more detailed information about therapies with weak efficacy <\/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>Education, Therapy, and Treatment Practices in Autism Spectrum Disorder \u2013 Our Guide for Teachers and Specialists<\/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;\">Outdoor Events<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Acupuncture\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Dance &amp; Movement Therapy<\/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;\">Sensory Diet<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Animal-assisted applications\u00a0\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hypnotherapy\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Auditory Integration Therapy\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;\">CranioSacral Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hug Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Massage<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Music Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">NeuroPLAY<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Game Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">With the Prism Glasses<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Art Therapy\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\">Treatment Applications<\/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\"> Psychiatric Treatment 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-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;\">Various psychiatric medications are used to reduce the behavioral problems such as hyperactivity, outbursts of anger, and obsessive behaviors in autistic children, and to improve their attention. The physicians who evaluate the child for medication treatment, decide on the medication treatment, and administer the treatment are pediatric psychiatrists and child neurologists. The choice of which medications to use and in what doses is of great importance. Therefore, the effects and side effects of these medications must be closely monitored by physicians. Therefore, children receiving medication treatment should be referred for a checkup once a year or twice a year.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">There are research findings showing some positive effects of psychiatric medications on the behaviors mentioned above. In TOHUM 2023, the Autism Foundation published a report on this topic:\u201c<a href=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/DEGERLENDIRME-RAPORU-VI.pdf\" target=\"_blank\" rel=\"noopener\"><strong>Behavioral and Medical Interventions for Individuals with Autism with Severe Behavioral Problems<\/strong><\/a>\u201dThe report can be examined.<\/span><\/p><p><b><span style=\"color: #ff0000;\">!<\/span> <\/b><span style=\"font-weight: 400;\">Because of the wide variety of psychiatric medications and the fact that only doctors can decide which of these medications are more effective on which children, psychiatric treatment practices have been excluded from evaluation.\u00a0<\/span><\/p><p><span style=\"color: #ff0000;\"><b>!!<\/b><\/span><span style=\"font-weight: 400;\"> No drug has yet been found that corrects the basic symptoms of autism. Although intensive work has been ongoing on some medications in this regard in recent years, there are no scientifically proven, repeatable, or large-scale studies.<\/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\"> Alternative and Supportive Treatment 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-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;\">Alternative and supportive treatment practices encompass practices based on approaches that often rely on natural, cultural, or holistic approaches beyond traditional medical approaches. For children with autism, these types of practices are often used alongside medical treatments or educational programs. Research on alternative and supportive treatment practices in autism is still in its very early stages. While some treatments are beginning to show promise, others are found to be ineffective, and some also have significant medical risks. In general, the following information is known about some alternative and supportive treatment practices:\u00a0<\/span><\/p><ul><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Although there is no definitive treatment method for autism yet, intensive behavioral interventions and early intervention have a great positive effect on the child's development.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">There is very little quality research on alternative and supportive treatment practices in the field of autism.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Higher-quality research is needed to understand the effects of these treatments on autism and to provide guidance to families and practitioners.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">There is no scientific evidence that secretin, hyperbaric oxygen, and many other alternative and complementary treatment methods improve autism.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Parents, practitioners, and experts should approach products and practices that claim to treat a wide range of diseases with skepticism, avoid giving opinions, be cautious about \u201cquick fixes\u201d and \u201cmiraculous cures,\u201d and instead should research the scientific basis of the products and practices.\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">It should be remembered that decontamination with heavy metals, laundry water therapy, hyperbaric oxygen therapy, and alternative and complementary applications such as marijuana and hemp oil are risky for the child\u2019s health.<\/span><\/li><\/ul><p><span style=\"font-weight: 400;\">Below are two treatments that are considered moderately effective in the treatment of children with autism. <\/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\"> Deep Brain Stimulation <\/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 should only be considered in individuals with very serious and chronic behavioral problems who do not respond to traditional and pharmacological treatments.<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">The individual must be treated by a multidisciplinary team; the intervention must be performed in advanced-level centers with experienced specialists in the field of DBS, and regular monitoring and follow-up studies must be conducted after the implementation.<\/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., \u2026 &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\"> Transcranial Magnetic Stimulation <\/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;\">Transcranial Magnetic Stimulation (TMS) is a treatment that aims to regulate the brain\u2019s natural electrical activity by generating a magnetic field without any electrical current being delivered to the brain from the outside. It is believed that this treatment can help treat some diseases by balancing the irregular electrical activity of the brain. Research on the effects of TMS on autism is ongoing but progressing slowly. In a 2023 study, Smith and colleagues reviewed 12 studies in which TMS was administered to individuals with autism. The study showed that the treatment reduced symptoms of autism such as repetitive behaviors and cognitive difficulties, but had yet to have an impact on social communication and interaction skills. The study emphasizes that while the treatment is promising for the treatment of autism, more robust studies are needed. As a result, more research is needed to clarify the role of TMS in the treatment of autism.\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\"> Healthy Nutrition <\/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;\">The feeding patterns of children with autism can sometimes differ from those of typically developing children. These differences can manifest themselves in limited food preferences, sensory sensitivities, adherence to meal-eating routines, and certain digestive problems. This causes families to seek different methods to support their child\u2019s development. Some families supplement their children\u2019s diet with non-nutritional supplements (such as probiotics, amino acids, enzymes, or heavy metal cleaners). It is suggested that these practices support the digestive system, regulate the immune system, or positively affect neurological functions. However, scientific research to date has not proven that such supplements have a definitive effect on the symptoms of autism. Similarly, although special dietary approaches such as the gluten or casein diet are preferred by some families, there is no strong scientific evidence that such diets are appropriate and effective for all children.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">Healthy and balanced nutrition is of great importance not only for individuals with autism but for all children and adults as well. In some cases, vitamin or mineral supplementation may be necessary. However, using these supplements, especially for therapeutic purposes and without expert supervision, can lead to serious health problems. There is no scientific evidence that any vitamin or nutritional supplement can treat autism. Therefore, any supplement should be used only after consulting a physician.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">To support the feeding habits of children with autism, the following recommendations can help parents in their daily lives:\u00a0<\/span><\/p><ul><li aria-level=\"1\"><b>Recognize Sensory Sensitivities:<\/b><\/li><\/ul><ul><li style=\"list-style-type: none;\"><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Offer new foods in small amounts alongside familiar foods.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Make the adjustment process easier by increasing the variety of colors, textures, and temperatures.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Allow the child to touch and smell the food; do not force them to eat it.<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><b>Create Meal Routines:<\/b><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Plan the meal times at the same times of day and in similar environments.<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Make it easier for them to transition to eating with visual cues or verbal reminders.<\/span><\/li><\/ul><\/li><li><b>Create a Positive and Relaxing Environment:<\/b><ul><li><span style=\"font-weight: 400;\">Make meal time a pleasant activity, not a battleground.<\/span><\/li><li><span style=\"font-weight: 400;\">Give positive reactions when they try new foods, and reinforce them.<\/span><\/li><\/ul><\/li><li><b>Ensure Adequate Fluid Intake:<\/b><ul><li><span style=\"font-weight: 400;\">Use colorful straws and fun cups to make drinking water appealing.<\/span><\/li><li><span style=\"font-weight: 400;\">Support fluid intake with alternatives such as milk and fruit juice, but don't go overboard.<\/span><\/li><\/ul><\/li><li><b>Move Ahead with One-Type Nutrition:<\/b><ul><li><span style=\"font-weight: 400;\">To avoid relying on just a few foods, offer foods that look similar but have different ingredients.<\/span><\/li><li><span style=\"font-weight: 400;\">For example, if they only eat pasta, you can diversify by adding chopped vegetables.<\/span><\/li><\/ul><\/li><li><b>Approach Supplements and Special Diets Consciously:<\/b><ul><li><span style=\"font-weight: 400;\">Healthy and balanced nutrition is important for all children. In some cases, vitamin or mineral supplements may be needed.<\/span><\/li><li><span style=\"font-weight: 400;\">However, such supplements do not treat autism and, especially when used without medical supervision, can pose risks to children's health.<\/span><\/li><li><span style=\"font-weight: 400;\">Every child is different; a diet or supplement that works for one child may not work for your child.<\/span><\/li><li><span style=\"font-weight: 400;\">Therefore, all special diets and supplements must be planned under the supervision of a pediatrician or dietitian.<\/span><\/li><\/ul><\/li><li><b>Track Constipation and Digestive Problems:<\/b><ul><li><span style=\"font-weight: 400;\">Include fibrous foods in your diet (for example: whole grains, vegetables, and fruits).<\/span><\/li><li><span style=\"font-weight: 400;\">Encourage him to move and ensure he drinks plenty of water.<\/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;\">Healthy nutrition for children with special needs. <\/span><\/i><span style=\"font-weight: 400;\">Turkish Ministry of Health, General Directorate of Public Health.<\/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\"> Weak effect of treatments\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;\">There are currently no scientific studies showing that the treatment practices shown below have a positive effect on children with autism, or the studies that have been conducted have shown that this practice has no positive effect on children with autism.\u00a0<\/span><\/p><p><span style=\"font-weight: 400;\">To obtain more detailed information about treatments with weak effects <\/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>Education, Therapy, and Treatment Practices in Autism Spectrum Disorder \u2013 Our Guide for Teachers and Specialists<\/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;\">Remoaning from Heavy Metals<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fish oil<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Laundry Water Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">DAN! The protocol<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Adding Non-Nutritional Additives to the Diet\u00a0<\/span><ul><li aria-level=\"1\"><span style=\"font-weight: 400;\">Various Amino Acids<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Prebiotic<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Probiotics<\/span><\/li><\/ul><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Elimination Diets<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Camel milk<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">GAPS diet\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Gluten-Casein diet<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">FODMAP diet (Fermentable Oligosaccharides, Disaccharides, Monosaccharides and Polysaccharides)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Ketogenic diet\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Cheese whey<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"2\"><span style=\"font-weight: 400;\">Extraction of dairy products <\/span><\/li><\/ul><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Hyperbaric Oxygen Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Homeopathy\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Intravenous Immunoglobulin Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Chiropractic Care<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Stem Cell Therapy\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Fungal Treatment\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Marijuana Treatment<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Magnets\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Neurofeedback-based therapies\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Neuro-Modulation<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Treatment with Oxytocin\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Ozone Therapy\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Treatment of Secretion\u00a0<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Shaleous Therapy<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Transcutaneous vagus nerve stimulation (tVNS)<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Vitamin and Supplement Support<\/span><\/li><li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Oils<\/span><ul><li aria-level=\"2\"><span style=\"font-weight: 400;\">Essential oils<\/span><\/li><li aria-level=\"2\"><span style=\"font-weight: 400;\">Hemp oil<\/span><\/li><\/ul><\/li><\/ul><p><b><span style=\"color: #ff0000;\">*ATTENTION!<\/span> These practices can be risky for the child's health.<\/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;\">General Directorate of Health Services of the Turkish Ministry of Health (2022). <\/span><i><span style=\"font-weight: 400;\">Autism Spectrum Disorder Family Guide. <\/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>What is Autism? Educational, Therapeutic, and Treatment Practices The 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. To understand whether a practice is truly beneficial for individuals with autism, it must be scientifically evaluated and accepted. For a practice to be accepted scientifically, two basic criteria must be met:<\/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\" href=\"https:\/\/tohumotizm.org.tr\/eng\/what-is-autism\/educational-therapy-and-treatment-practices\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131\" \/>\n<meta property=\"og: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 property=\"og:url\" content=\"https:\/\/tohumotizm.org.tr\/eng\/what-is-autism\/educational-therapy-and-treatment-practices\/\" \/>\n<meta property=\"og:site_name\" content=\"Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim\" \/>\n<meta property=\"article:modified_time\" content=\"2026-09-02T15:37:29+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png\" \/>\n\t<meta property=\"og:image:width\" content=\"1233\" \/>\n\t<meta property=\"og:image:height\" content=\"657\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data1\" content=\"59 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/\",\"url\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/\",\"name\":\"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131 | Tohum Otizm Vakf\u0131\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/tohumotizm.org.tr\\\/wp-content\\\/uploads\\\/2026\\\/08\\\/puan.png\",\"datePublished\":\"2025-10-01T18:37:23+00:00\",\"dateModified\":\"2026-09-02T15:37:29+00:00\",\"description\":\"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.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#primaryimage\",\"url\":\"https:\\\/\\\/tohumotizm.org.tr\\\/wp-content\\\/uploads\\\/2026\\\/08\\\/puan.png\",\"contentUrl\":\"https:\\\/\\\/tohumotizm.org.tr\\\/wp-content\\\/uploads\\\/2026\\\/08\\\/puan.png\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/tohumotizm.org.tr\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Otizm Nedir?\",\"item\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/#website\",\"url\":\"https:\\\/\\\/tohumotizm.org.tr\\\/\",\"name\":\"Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/tohumotizm.org.tr\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/tohumotizm.org.tr\\\/otizm-nedir\\\/egitim-terapi-ve-tedavi-uygulamalari\\\/#local-main-organization-logo\",\"url\":\"\",\"contentUrl\":\"\",\"caption\":\"Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim\"}]}<\/script>\n<!-- \/ Yoast SEO Premium plugin. -->","yoast_head_json":{"title":"Educational, Therapeutic and Treatment Applications | TOHUM Autism Foundation","description":"Comprehensive information on Applied Behavior Analysis, TEACCH, PECS, and other scientifically-based autism education and therapy methods.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/tohumotizm.org.tr\/eng\/what-is-autism\/educational-therapy-and-treatment-practices\/","og_locale":"en_US","og_type":"article","og_title":"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131","og_description":"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.","og_url":"https:\/\/tohumotizm.org.tr\/eng\/what-is-autism\/educational-therapy-and-treatment-practices\/","og_site_name":"Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim","article_modified_time":"2026-09-02T15:37:29+00:00","og_image":[{"width":1233,"height":657,"url":"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png","type":"image\/png"}],"twitter_card":"summary_large_image","twitter_misc":{"Est. reading time":"59 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebPage","@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/","url":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/","name":"Educational, Therapeutic and Treatment Applications | TOHUM Autism Foundation","isPartOf":{"@id":"https:\/\/tohumotizm.org.tr\/#website"},"primaryImageOfPage":{"@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#primaryimage"},"image":{"@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#primaryimage"},"thumbnailUrl":"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png","datePublished":"2025-10-01T18:37:23+00:00","dateModified":"2026-09-02T15:37:29+00:00","description":"Comprehensive information on Applied Behavior Analysis, TEACCH, PECS, and other scientifically-based autism education and therapy methods.","breadcrumb":{"@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#primaryimage","url":"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png","contentUrl":"https:\/\/tohumotizm.org.tr\/wp-content\/uploads\/2026\/08\/puan.png"},{"@type":"BreadcrumbList","@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/tohumotizm.org.tr\/"},{"@type":"ListItem","position":2,"name":"Otizm Nedir?","item":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/"},{"@type":"ListItem","position":3,"name":"E\u011fitim, Terapi ve Tedavi Uygulamalar\u0131"}]},{"@type":"WebSite","@id":"https:\/\/tohumotizm.org.tr\/#website","url":"https:\/\/tohumotizm.org.tr\/","name":"Tohum Autism Foundation | The Only Remedy for Autism is Education","description":"","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/tohumotizm.org.tr\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/tohumotizm.org.tr\/otizm-nedir\/egitim-terapi-ve-tedavi-uygulamalari\/#local-main-organization-logo","url":"","contentUrl":"","caption":"Tohum Otizm Vakf\u0131 | Otizmin Tek \u00c7aresi E\u011fitim"}]}},"_links":{"self":[{"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/pages\/4608","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/comments?post=4608"}],"version-history":[{"count":199,"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/pages\/4608\/revisions"}],"predecessor-version":[{"id":12502,"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/pages\/4608\/revisions\/12502"}],"up":[{"embeddable":true,"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/pages\/4605"}],"wp:attachment":[{"href":"https:\/\/tohumotizm.org.tr\/eng\/wp-json\/wp\/v2\/media?parent=4608"}],"curies":[{"name":"WP","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}