The Effect of the Portage-Supported Mother Education Program on the Self-Care Development of the Child with Autism

Abstract

Introduction: Self-care skills are among the basic skills required to support the independent living skills of children diagnosed with Autism Spectrum Disorder (ASD). It was observed that there are a limited number of studies in the literature that include programs used in this context (e.g. Behavioral Intervention Program for Children with Autism, [OÇİDEP]). Thus, it was aimed to overcome this limitation and examine the effect of the "Portage Supported Mother Education Program" on the self-care development of the child with ASD. In line with this purpose, the effects of the program on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper of the child with ASD were examined, the generalisability and permanence levels of the behaviours were examined, and the mother's opinions were taken. Method: Inter-behaviour multiple baseline model, one of the single-subject research models, was used. Participants were a 4-year-old 5-month-old boy with ASD and his 38-year-old mother. Dependent variables were washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper. Independent variable was "Portage Supported Mother Education Program". Findings: The data were analysed and transferred to line graphs. When the findings were examined, it was seen that the program had a positive effect on the behaviours of washing hands with liquid soap, eating with a fork, and wearing a jacket with zipper, the child was able to generalise the behaviours, the effect was permanent and the program was feasible. Discussion: The findings were discussed within the framework of the literature. Studies similar to the findings of the study were found in the literature. According to the findings, the program is effective, permanent and feasible for the self-care development of children with ASD. Conclusion and Recommendations: The program was found to be effective for the self-care development of the child with ASD and feasible for the mother. Therefore, it can be recommended to extend this study by studying with more children with ASD and their mothers, and conduct other studies with the participation of the father.