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

section was used. During the test, it is asked how often the child does the behavior specified in each question. In response to each question: always (0% of time for normal behavior), often (25% of time for normal behavior), sometimes (time for normal behavior 50% of time), rarely (time for normal behavior % of time) 75), never (normal behavior duration 100% of the time), is asked to tick one of the options. While statistical evaluation is made, scoring is made from 1 to 5, with "always" 1 point and "never" 5 points. In this evaluation, 1 point indicates the situation with the most impaired behavior related to the sensory profile and 5 points indicate the situation with completely normal behavior. Interview Form: This form was developed by the researcher in order to determine the contribution of teachers' coding activities to children with autism. In the form, questions were asked to the teachers about the behaviors they observed in children and their achievements during and after the coding activities. Questionnaire Form: This form consists of closed-ended questions to measure the general competencies of children with autism (attention, visual perception, reaction to stimuli and compliance with instructions) and application competencies (shading, finding a partner, creating and completing a pattern) of teachers' coding activities. The questionnaire is scored between 1-5. While 1 point indicates the lowest level of skill, 5 points indicate the highest level of skill. Concept Evaluation Form: This form was created by the researcher. Animal pictures are shown while applying the form. When the picture is shown to the child, “What is it called?” and if he knows, the "knows" tab is marked, if he does not know, the "doesn't know" tab is marked. Children were asked about the names of animals such as chameleon, cheetah, ostrich, deer, pigeon, kangaroo, tiger, koala, penguin and zebra. c) Data Collection Before collecting the data, necessary permissions were obtained from the Human Research Ethics Committee of Erzincan Binali Yıldırım University (Protocol No: 04/07, Date: 31/03/2021). Information was given about the purpose of the researcher and the application process by interviewing school administrators and teachers. Afterwards, the parents of the children were interviewed, detailed explanations were made about the purpose and importance of the coding activities to be applied to the children, their contributions to the children, and the implementation process, and they were asked to sign the parent consent form. Dunn Sensory Profile was applied to the mothers before and after the application. The questionnaire form was applied to the teachers before and after the application. The interview form was applied to the teachers after the application. The Concept Evaluation form was applied to the children before and after the application. Analysis of Data In the study, t-test was performed for dependent samples in the analysis of the data obtained from the Dunn Sensory Profile. Thus, it was tested whether there was a significant difference between the pretest and posttest. Average scores were obtained in the questionnaire form applied to the teachers, and thus, comments were made about the results before and after the training. Interviews with teachers were reported using descriptive analysis method. The results obtained from the concept evaluation form were compared by making percentage calculations. IV. R esults a) Data Obtained from Mothers The pretest-posttest results of the multiple sensory processing scores of children with autism are given in Table 1. Table 1: T-Test Results for Dependent Samples Regarding the Difference Between Multisensory Processing Post-Test Scores and Pre-Test Scores of Children with Autism Dependent variable Group n SS Sd t p Multi-sensory Processing Pre-Test 5 17,40 2,96 4 -2,994 ,040 Post-Test 5 22,00 1,41 When Table 1 is examined, it is seen that the multi-sensory processing post-test scores of children with autism are significantly higher than the pre-test scores. Accordingly, it can be said that coding activities have a significant effect on the multi-sensory processing scores of children with autism. Data Obtained from Teachers 1. Results Obtained from the Interview Form C1’s Teacher: After the practice, the children began to say the names of the animals. Although the implementation period of the activities was short, he learned new animal names. It focused more easily on coding activities than our activity apps. Attention span increased. Because the activities caught the attention of the child. Motor skills and hand-eye coordination improved. He started to use the laptop mouse better. His visual perception is better developed. The ability to imitate has improved. He started making the movements and sounds of the animals he learned. Volume XXIII Issue VIII Version I 66 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Coding Activities for Children with Autism: A Sample Application d)