Naturalistic teaching approaches for children with autism spectrum disorder: A systematic review of single-subject experimental design graduate theses conducted in Türkiye

Melike Kurtuluş Uzlu; İbrahim Halil Diken

doi:10.46778/goputeb.1755235

EN

Naturalistic teaching approaches for children with autism spectrum disorder: A systematic review of single-subject experimental design graduate theses conducted in Türkiye

Abstract

Naturalistic teaching approaches constitute an important field of research that utilizes existing materials and spontaneous situations in the child’s environment within the teaching process. The purpose of this study is to examine national graduate theses that employ naturalistic teaching approaches in the education of individuals with autism spectrum disorder, conducted using single-subject experimental designs, in terms of their descriptive characteristics, publication status in peer-reviewed journals, and adherence to the design standards established by the What Works Clearinghouse. The research was structured based on the systematic review method, and eighteen theses that met the predetermined inclusion and exclusion criteria were included in the study. The process of identifying the theses included in the research was reported in accordance with PRISMA guidelines. Descriptive analysis findings revealed that the most frequently used independent variables in the theses were incidental teaching and pivotal response training, and that language/communication skills and social skills were the most commonly targeted skill areas. Furthermore, except for one study, all theses included at least one maintenance session and social validity data, and generalization sessions were conducted in most of the studies. A portion of the examined theses were found to have been published in a peer-reviewed journal (n = 5, 27.8%). Findings related to design standards indicated that only four of the theses fully met the WWC (2020) standards, eight met the standards conditionally, and six did not meet the standards. The results of the study demonstrate that naturalistic teaching approaches are effective, yet methodological improvements are necessary to meet design standards. The findings were discussed within the framework of the current literature, and recommendations for future research, policies, and practices were provided.

Keywords

Naturalistic Teaching Approaches , Autism Spectrum Disorder , Systematic Review , Design Standards

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Details

Primary Language

English

Subjects

Autism and Spectrum Disorder Education

Journal Section

Review

Authors

Melike Kurtuluş Uzlu
0000-0001-7548-5901
Türkiye

İbrahim Halil Diken ^*
0000-0002-5761-2900
Türkiye

Publication Date

March 29, 2026

Submission Date

July 31, 2025

Acceptance Date

October 22, 2025

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Year 2026 Volume: 14 Number: 1

DOI

https://doi.org/10.46778/goputeb.1755235

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https://izlik.org/JA58WZ79AD

APA

Kurtuluş Uzlu, M., & Diken, İ. H. (2026). Naturalistic teaching approaches for children with autism spectrum disorder: A systematic review of single-subject experimental design graduate theses conducted in Türkiye. International Journal of Turkish Education Sciences, 14(1), 350-375. https://doi.org/10.46778/goputeb.1755235

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Naturalistic teaching approaches for children with autism spectrum disorder: A systematic review of single-subject experimental design graduate theses conducted in Türkiye

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Primary Language

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Journal Section

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Acceptance Date

Published in Issue

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