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<strong>Ozean</strong> Journal of Social Sciences 2(3), 2009did the mothers of children without tactile defensiveness. An individual item analysis identified 11items as discriminating most clearly between a group of children with tactile defensiveness and a groupwithout tactile defensiveness. Some preliminary behavioral trends and implications for the use ofsensory history questionnaires in parent counseling and in planning appropriate treatment programs arepresented (Larson, 1982). The tactile system is the first system through which we first receiveinformation about the world. The ability to process tactile information effectively allows us to feel safeand form bonding with those who love us. Tactile perception contributes to social and emotionaldevelopment. Many autistic children have tactile defensiveness. Therefore, they can not protectthemselves from the dangerous conditions and they cannot communicate suitably with other people.Present study was planned for this reason.This study was conducted to determine the efficiency of teaching materials which have been presentedby using the direct instruction method to teach tactile perception skills to children with autism. In thestudy, the responses of the questions below were tried to be found. Is the teaching material presented to autistic children by the direct instruction method efficient inteaching the concept of smooth? Is the teaching material presented to autistic children by the direct instruction method efficient inteaching the concept of rough? Is it possible to maintain these concepts 6 weeks after teaching by using the direct instruction method? Can autistic children generalize these concepts?METHODResearch DesignThe study was conducted as a multiple probe design with probe session across subject models which area single subject design. In this study, the direct instruction method was used to teach children torecognize smooth and rough surfaces which are among the tactile perception skills.In the study of the three children, the data were first collected from all subjects simultaneously. After thebaseline level showed stability, the maintenance was started with the first subject. When the maintenancemet the criteria in the first subject, data were collected in all three steps by considering the probe sessionsin all subjects. It was expected that the probe data would be able to meet the criteria in the first subjectand would have similar characteristics with the baseline level in the others. After the probe sessions, theapplication was directed to the second subject. It was expected that the probe data would be able to meetthe criteria in the second subject and would be at the same level with the baseline level observed in othercases. This application was revised for all subjects (Kırcaali-Ġftar & Tekin, 1997).In the study, the baseline level data of these three subjects were first collected in the multiple probedesign through multiple probe sessions. After the baseline level data became stable, the first subject wastaught the smooth and rough concepts from the tactile perception skills. When the criteria were met inthe first subject, the initial data were collected in the three subjects by considering the probe sessions. Itwas expected that the inspection data were able to meet the criteria in the first subject and had similarcharacteristics with the baseline level in the others. This maintenance was presented to all the subjectsone-to-one. In the last probe sessions, the data of the three subjects were expected to meet the criteria.The data were collected by the application tool prepared by the instructor to teach smooth and roughsurfaces.Experimental Control. In the study, experimental control was conducted by showing that there was nochange in the independent variant at the beginning, but the value of dependent variant has increasedduring the application stages, while the direct instruction teaching method was being used.159
<strong>Ozean</strong> Journal of Social Sciences 2(3), 2009Dependent and Independent Variant. The dependent variant of the study is the concept of rough andsmooth acquisition levels of the subjects. Independent Variant of the study is usage of teaching materialof smooth and rough concept presented by the direct instruction.SampleParticipants. Three autistic children (two boys and one girl) aged between 4 and 6 participated in thestudy. All the participants were receiving support from a private teaching institute for language andcommunication skills. All of them were also receiving integrated education. They had not been educatedsystematically by the direct instruction before. They could understand and carry out the verbalinstructions such as look, hold, touch, show, give, sit down.Trainers. The study was conducted by one researcher. The maintenance period was conducted by one ofthem. Conducting this period, the instructor had a ten-year experience in teaching children with mentalretardation.Research InstrumentsSetting. The study was conducted in the personal training class of a rehabilitation centre. In the class,there were no stimulants to disturb the child. A desk and a chair suitable for the physical development ofthe child and a VCR to record data were provided.Data Collection Tools. Tools used in this study were rough and smooth concept measuring tools, datacollecting tools for reliability among observers, data collecting tools for application reliability, and avideo camera. Resources to teach and evaluate smooth and rough concepts by using direct instructionconsisted of wood, fabric, marble, floor-covering, and leather material. Glass, paste-board, Formica,faience, and emery have been used in the assessment period.The Prepared Sets. Two objects of different texture (rough-smooth) but same type (color, shape andsize.)Two objects of different texture (rough-smooth), different size (small-big), same kind (materialshape).Two objects of different texture (rough-smooth), different type (color, shape, material, size).The Preparation of the Data Collecting Tool to Be Used ın the Study. A measuring instrument wasdesigned to collect the data of baseline of the instruction, and follow-up of the students for instructingsmooth and rough surfaces depicted in the study. This measuring instrument was composed of three partssuch as notification, criteria, and measure tool directions. In addition, the information about the reasonswhy the target behavior was chosen; the area in which the measure tool would be used; the duration ofthe students‟ reactions; the determination of measure tool, and the preparation of data collecting table arethe other parts of measuring instrument.Validity and ReliabilityReliability. In the study, all data were recorded to make it possible to analyze the inter-observerreliability and independent variable reliability.Inter-Observer Reliability. The data of the inter-observer reliability and independent variable reliabilitywere collected in the least 20% of the instruction and independent variable sessions. Reliability wasimproved by having two researchers not participating to the maintenance period of the study and theinter-observer reliability was processed on The Data Collecting Form by watching the video recordsseparately. The coefficient of inter-observer reliability was calculated by “Agreement/ (Agreement+Disagreement) x 100” formula. While the acceptable coefficient of inter-observer reliability was 80%in single subject studies, the coefficient of ideal inter-observer reliability was 90% or more (Kırcaali-Ġftar& Tekin, 1997). In this study, a 100% coefficient was obtained in the inter-reliability analysis.Independent Variable Reliability. Independent variable reliability analysis was improved to evaluatewhether independent variable was applied as planned or not. All the sessions of this study were recordedto collect the data of independent variable reliability. 50% of these records depicted by independentappointment were studied by the researchers inspecting the reliability of this study.160
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