Autistic Child Observation

In the second phase, the child was led through the same steps in the first phase, but the communicator teacher was now trying to move further away, therefore promoting the initiation of the child to make a move to try to grab the card to get the reinforcement object or food by handing the card immediately to the communicator teacher (Odluyurt, Aldemir & Kapan, 2016). The object of the exercise was to lead the autistic child to understanding that if the autistic child responded to the communicator teacher cues, the autistic child would then be reinforced or rewarded with the favorite object or food (Odluyurt, Aldemir & Kapan, 2016). As the first child performed the required action, the paired child was encouraged to observe as the implementer

Finally, the parents were interviewed to determine the opinions of the mothers and fathers whose children were still available to contact in terms of social validity, the parents all expressed gratitude for the effective education and training of independent communicative initiation and maintenance skills that had been provided for the autistic children through the Picture Exchange Communication System (PECS) execution (Odluyurt, Aldemir & Kapan,

In fact, the graph compared the baseline to the post-training assessment, observational learning assessment, full probe and maintenance sessions (Odluyurt, Aldemir & Kapan, 2016). In addition, on the graph, the circle signified training sessions while an X denoted observational learning sessions (Odluyurt, Aldemir & Kapan, 2016). The results of the study showed that with 100% accuracy that the observer autistic children increased independent communicative initiation and maintenance skills while the same skills were being taught during the first and second phases of the Picture Exchange Communication System (PECS) to the partner autistic children (Odluyurt, Aldemir & Kapan, 2016). At the end of the research, the results indicated that the pairs learned independent communicative initiation and maintenance skills that were also taught to the observational partner with a 100% accuracy rate (Odluyurt, Aldemir & Kapan, 2016). Comparatively, Deniz completed a total of nine sessions with six in the first phase and six in the second phase of the study, Huseyin completed a total of ten sessions with seven sessions in the first phase and three sessions in the second phase, and Kerim completed a total of eleven sessions with the first phase completed in seven