Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

In Figure 3, visuals related to the design of the pattern-making activity are presented. Figure 3: Designing the pattern-making activity Completion: A blank project page has been opened in Scratch. Animal images to be used are added as puppets. Decor is added from the decor section and the event name is written on the decor from the decor editing section. The added animals are divided into two from the costume editing part and positioned on the screen. Necessary codes have been written so that children can complete the process using either the lower part or the upper part. If the correct match is made, the completed version of the animal will be displayed on the screen. If a wrong completion is made, the puppet will return to its original position and the completion will not take place until the student reaches the correct result. After all the completion process is completed, it will be passed to the vertical completion section. In Figure 4, visuals related to the design of the completion activity are presented. Figure 4: Designing the completion activity a) Implementation Process Before the implementation phase, information about the developmental characteristics of the children was collected. In this context, information was obtained from the school administrator about the demographic information of the children, the types and degrees of disability. Afterwards, the children's teachers were interviewed one by one and information was given about the application, and feedback was received on whether the children could participate in the application. It was thought that the use of animals with autism in coding activities would leave more lasting effects, since animals show vitality with their voices and movements and are interesting creatures. The names of the animals in a list with images of different animals were asked to the children, and it was determined which animals they did not know. Animals such as cats, dogs, horses and chickens that children with autism frequently see in their environment were considered to be used in practice, but in order to determine the effectiveness of the program in acquiring concept knowledge, it was decided to use mostly animals whose names the children did not know. In this context, animal images such as chameleon, cheetah, ostrich, deer, pigeon, kangaroo, tiger, koala, penguin and zebra were used. Volume XXIII Issue VIII Version I 64 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Coding Activities for Children with Autism: A Sample Application