IN THE EDUCATION OF STUDENTS WITH AUTISM, SUPPORT IS PROVIDED BY PREPARING EDUCATION PROGRAMS ON TOPICS SUCH AS INITIATING AND MAINTAINING INTERACTION, SELF-CARE, DAILY LIFE, ACADEMIC SKILLS, DEVELOPING SKILLS SUCH AS INDEPENDENCE AND SOCIAL RESPONSIBILITY, REDUCING BEHAVIORAL PROBLEMS IN SOME INDIVIDUALS AND SKILLS NEEDED.WHILE THE MAJORITY OF STUDENTS CAN LEARN MANY SKILLS WITH SPECIAL EDUCATION PRACTICES, THEY MAY HAVE DIFFICULTY IN TRANSFERRING THE SKILLS THEY HAVE ACQUIRED FROM THE STRUCTURED ENVIRONMENT TO THE NATURAL ENVIRONMENT.

The fact that individuals with autism are resistant to change and dependent on cues can make it difficult for them to take responsibility for their own life. Therefore, it is important to make plans that will contribute to the ability ofindividuals with ASD to show independent behaviors at the highest possible level and to gain life responsibility while providing special education services for the developmental areasthey need.

The fact that individuals with ASD minimize their dependence on someone else and gain independent living skills greatly makes their lives much easier. The possibility that the family or any adult will not be able to accompany the individual with ASD for life increases the importance of these individuals having self-management skills.

Self-Management Skills and Strategies

The systematic procedure of behavior change methods that provide a change in a person's own behavior in the desired direction is defined as Self-Management Skills.It is stated that self-management occurs when behavioral change is observed.

Studies show that students are given the ability to complete homework, students with ASD are able to complete meal preparation skills, and students have an impact on independent task completion in the vocational training environment.

Self-Management Strategies, which are divided into self-goal setting, pre-stimulus, instruction, evaluation, reinforcement and monitoring, have many benefits on individuals with ASD. These benefits are summarized as follows:

• It can be easily learned.

• It reduces students' dependence on others.

• It allows students to take an active part in the learning process.

• It can be easily used in a classroom environment.

• It does not require students to carry tools and equipment with them and is economical.

• It provides fluency, permanence and generalization of the acquired behavior.

• It reduces the burden and responsibility of the teacher.

• It increases the time allocated for teaching.

Self-Management Skills and Strategies, which facilitate the lives of individuals with autism and have a positive effect on the adaptation processes of their education, also reduce negative experiences in the implementation of achievements.

ŞERİFE KÜÇÜKŞANTÜRK, SOBE FOUNDATION Special Education Teacher

BIBLIOGRAPHY

• Esin, S. (2019). Self-regulation in early childhood.

• Gönen, A. (2023). The effectiveness of Teaching Self-Management to Students with Autism Spectrum Disorder on their ability to manage themselves, engage with the activity and complete the activity. Necmettin Erbakan Üniversitesi Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.

• Yücesoy-Özkan, Ş., Gürsel, O., & Kırcaali-İftar, G. (2014). Effectiveness of the self-management strategies teaching package prepared for students with intellectual disabilities. İlköğretim Online, 13(1).

• Töret, G., Aykut, Ç., Babacan, A., & Özkubat, U. (2015). Investigation of the Effect of Self-Monitoring Strategy on Academic Achievement Levels in Children with Autism Spectrum Disorder. Özel Eğitim Dergisi, 16(2).

• Erbaş, D.,Yücesoy Ş. (2021). Applied Behavior Analysis.