Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, 2025 (SSCI, Scopus)
Photographic activity schedules are commonly used in parent-implemented interventions (PII) to teach schedule-following skills to children with autism spectrum disorder (ASD), typically in book or binder formats. Recently, technological devices such as tablets have emerged as alternative delivery formats for these schedules. This study aimed to evaluate the effectiveness of a PII in teaching children with ASD to follow activity schedules presented via tablets (ASPT). The participants included three parents and their children with ASD, and the research was conducted in the participants' home settings. A single-subject experimental design, specifically the multiple probe design with probe trials across dyads (parent-child with ASD), was employed. Findings indicate that parents acquired the skills to deliver instruction using ASPT through face-to-face and individualized interventions provided by the researchers, generalized these skills across different settings, and maintained the skills they learned one, two, and three weeks following the conclusion of the intervention. Children with ASD can acquire skills for following ASPT through PII (ASPT, graduated guidance, prompting, and reinforcement), generalize these skills to different settings and individuals, and maintain the skills one, two, and three weeks after the intervention. Social validity data collected from the parents revealed that they held positive perceptions regarding the use of ASPT and the skills associated with following it.