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Ozean Journal of Social Sciences 2(3), 2009As it can be seen in the first graph in figure 2, the baseline level data is 10% in the first subject but it is 0in the others. As stability was gained in three sessions in the baseline level data, the instruction wasstarted with the first subject. The established criteria were met by conducting the instruction of roughsurface as 100%. After the subject maintenance sessions, the maintenance phase was ended when thedesired behavior was gained, and the second maintenance phase was started. It was observed that thefirst subject showed the desired behavior as 100% in three probe sessions.As it can be seen in the second graph in figure 2, the baseline level data is 0 in the second subject. Asthe stability was gained for the baseline level data in three sessions, the instruction was started with thesecond subject. The established criteria were met by conducting the instruction of rough surface as100%. After the subject maintenance sessions, the maintenance phase was ended when the desiredbehavior was gained and the second maintenance phase was started. It was observed that the first subjectshowed the desired behavior as 100% in three probe sessions.As it can be seen in the third graph in figure 2, the baseline level data is 0 in the third subject. As thestability was gained for the baseline level data in three sessions, the instruction was started with the thirdsubject. The established criteria were met by conducting the instruction of rough surface as 90%. Afterthe subject maintenance sessions, the maintenance phase was ended when the desired behavior wasgained, and the second maintenance phase was started. It was observed that the first subject showed thedesired behavior as 90% in three probe sessions.CONCLUSİONS AND RECOMMENDATİONSThe study concluded that the material provided by direct instruction method for smooth and roughconcept instruction is efficient in teaching smooth and rough concept to autistic children. This is seen ininstruction, total probe, follow-up, and generalization data.The study is limited to tactile perception skill (smooth and rough) from perceptional language skills. Inthe study, it was observed that these three subjects were successful in learning that smooth and rough areopposite concepts. The fact that two of the subjects (two male subjects) who were autistic with Aspergersyndrome may have accelerated learning. But the other (female) needed more time and moremaintenance sessions. The reason of this may be because of the fact that she is an autistic child havingdifferent characteristics.The fact that the children with tactile perception problem were not able to distinguish the stimuli comingfrom the sense of touch was determined by various research findings. Otherwise, it is suggested thatthese children should be taught to use the sense of touch skill. The study by Ayres and Tickle supportsour research. In the study of Ayres and Tickle, sensory processing disturbance in autistic children as apredictor of response to sensory integrative procedures was investigated. Ten autistic children, agedbetween 3-1/2 and 13 , were initially evaluated in regard to their hypo-hyper-or normal responsivity tovisual, auditory, tactile, vestibular, proprioceptive, olfactory, and gustatory stimuli. After evaluation,each child received therapy that provided somatosensory and vestibular stimulation, and elicited adaptiveresponses to these stimuli. At the end of one year of therapy, each child‟s progress was judged inrelationship to that of others, and the group was divided into the six best and the four poorestrespondents. Stepwise discriminant analysis identified with initial test variables predicted good or poorresponses to therapy. The good respondents showed tactile defensiveness, avoidance of movement,gravitational insecurity, and an orienting response to an air puff. Results suggest that children whoregistered sensory input but failed to modulate it responded better to therapy than those who were hyporesponsiveor failed to orient to sensory input (Ayres & Tickle, 1980). Palkovitz and Wiesenfeld (1980)studied the automatic responses of autistic and normal children. In that study the automatic responses of10 autistic and 10 normal children were compared via using auditory stimuli varying in social relevance.Consistent differences in heart rate response and skin conductance level were found between these twogroups. The result suggests that the autistic subjects exhibited deficits in physiological reactivity to arange of environmental stimuli. The findings are discussed in terms of the information-processing164