Özet:

Correct teaching methods are techniques that include teaching techniques used in many areas such as functional, academic, self-care and daily life skills of children with special needs. When the postgraduate thesis studies on correct teaching methods with autistic individuals and children are examined in the YÖKTEZ database, it is seen that thesis studies on the types of correct teaching method are carried out and descriptive and meta-analysis studies are carried out for subheadings; but there is no study that examines these theses in detail under the name of correct teaching methods. The aim of this study is to examine current research trends in postgraduate thesis carried out with using errorless teaching methods in the education of individuals with autism spectrum disorder in Turkey. A total number of 9 open-access postgraduate thesis obtained from Higher Education Research Council of Turkey (YOK) as a result of comprehensive survey from the archives and published in the years 2011 and 2019 were included open access within 9 graduate thesis. Document analysis as one of the qualitative research methods was used in the research. When the postgraduate theses in YÖKTEZ related to the thesis related to the errorless teaching methods of students diagnosed with autism are examined, 3 of the theses are about teaching with gradual help, 2 of the theses are about teaching by increasing the clue gradually, 2 of the theses are about teaching with concurrent hints and 2 of them are about fixed waiting period teaching types. Thesis are examined in the field of academic skills, features of the subjects, features of the method, and features of the model, features of the findings.As a result of the YÖKTEZ survey, 8 master and 1 doctoral thesis related to the errorless teaching methods were reached. When the research methods used in theses are examined, it is concluded that single subject research methods are used in 9 theses. According to the purpose of the research, it was determined that the participants used single subject research methods and that the age ranges of the students formed the participants in the dissertations examined were between 3 and 15 years old. The theses were examined in terms of the area of academic skills taught, the characteristics of the subjects, the characteristics of the method, the features of the model, the features of the findings, and the findings were discussed in the light of forward-looking suggestions.

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