THE EFFECTS OF MIRROR- AND SCREEN-BASED FACIAL EXPRESSION INSTRUCTION ON THE SELF-AWARENESS OF STUDENTS WITH AUTISM

Tuğba Devecioğlu, Yahya Çıkılı

Abstract


In the present study, it was aimed to examine the effect of facial expression training activities in front of the mirror and screen on the self-awareness of students diagnosed with autism spectrum disorder. This study employed alternating treatments design, one of the single-subject research methods. The dependent variable of the study was the self-awareness skill levels of students with autism spectrum disorder (ASD); the independent variable was the facial expression training activity program in front of the mirror and the screen. Three students with ASD, one female and two males, with prerequisite skills participated in the study. As a result of the analyses, it was seen that both applications (mirror and screen) were effective on all participants in terms of exhibiting self-awareness skills during facial expression training, and the students maintained the skills they acquired in the follow-up sessions held 1, 2 and 4 weeks after the sessions completed. The effectiveness findings of the study are consistent with the findings of other studies on self-awareness in individuals with ASD in the literature. The findings were discussed by comparing them with the related literature and suggestions were made for future research and practice.

Keywords


autism spectrum disorder, self-awareness, facial expression training, mirror application, screen application

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i4.6686

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