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

C2’s Teacher: Thanks to the coding activities, the child learned animals that he did not know before. He wasn't normally a boy who made his reactions clear. However, it was obvious that he was having fun during this event. At first, he was hesitant to come to class for practice. When she saw that the activities were fun, she started to give positive reactions. Completion and matching activities in coding activities improved his attention. C3’s Teacher: He was interested in coding activities, he was eager and excited about doing the activities. These events attracted more attention. In the coding activities, the child could see the completed version of the activity. So, for example, when we have the find your mate activity in the activity books, the child matches half of an entity with the other half using a pencil. He could not see the combined state of beings. In coding activities, the child connects the two halves of the entities with the mouse and can see the entity as a whole. Therefore, I think that their visual perception is very well developed. C4’s Teacher: Visually, it became a more permanent application. The child is already interested in the digital environment. So it was about coding activities. After the application, the number of animals he knew increased. Focus time lapsed. He was very enthusiastic about coming to the practice class. As his interest increased, his swinging behavior decreased during the activity. He paid more attention to the instructions given about the activity and directed towards the goal. C5’s Teacher: He confused the concepts as he had difficulty in memorizing what he had learned. At first, he could not complete the activities. But then he focused. He was very excited while doing the activities. He was making better eye contact during the application. I once asked him if he liked the activities. He said that he liked it very much, that he was happy. He was very careful in finding the shadow of animals at events. 2. Results Obtained from the Questionnaire Form Table 2 shows the average of the results of the answers given by the teachers before and after the application on general competence and practical competences of children with autism. Table 2: Results Obtained from the Questionnaire Form Features Before application ( ) After (application ( )) General qualification items 1. The child has a good attention span, the child is focused. 2,4 3,6 2. The child's visual perception level is high. 3 3,4 3. The child responds positively to different/interesting stimuli. 2,4 3 4. The child acts in accordance with the instructions. 1,8 2,4 Application-related items 1. The child matches the given object with its shadow. 3,2 3,4 2. The child finds the match of the given objects. 3,2 3,4 3. The child places the appropriate object in the empty place in a given pattern. 3,2 3,4 4. The child completes half by finding the other half of the given object. 3 3,4 When Table 2 is examined, it is seen that the post-training averages of children's attention, visual perception, reaction to different/interesting stimuli, and acting in accordance with instructions have increased compared to pre-education. When the results of the application skills are examined, it can be said that the skills of finding the match of the objects, completing the pattern, finding the other half of the objects and matching the objects increased after the training. b) Results from Children The results of the answers given by the children with autism regarding the concept evaluation form before and after the application are presented in Table 3. © 2023 Global Journals Volume XXIII Issue VIII Version I 67 ( ) Global Journal of Human Social Science - Year 2023 G Coding Activities for Children with Autism: A Sample Application