At a glance
- Deniz Yıldızı Special Education conducts a preliminary evaluation and refers the family to a physician when necessary.
- The child's social communication and repetitive behaviors and interests are addressed with separate goals in the Individualized Education Program (IEP).
- The program utilizes appropriate approaches for the child, such as TEACCH, ABA and discrete trial teaching, verbal behavior, DIR/Floortime, theory of mind and social skills program, SOBECE, and PASS and executive functions program.
- The sensory profile is evaluated; occupational therapy is conducted in coordination with the education program by our in-house occupational therapist.
- The family is provided with a home program, parent coaching, and video feedback; parents receive a brief update at the end of each session.
- The process begins with a comprehensive expert consultation: scheduling an appointment, preliminary interview and detailed anamnesis, evaluation, parent education, and program planning.
Prepared by: Deniz Yıldızı Special Education content team · Scientific review: Psychologist (MSc) Burcu Cebeci Gürel · Last updated: 15 September 2026
What is autism spectrum disorder?
Autism spectrum disorder is a neurodevelopmental difference that affects how a child communicates with their environment, builds relationships, and perceives the world. Neurodevelopmental means it originates from the brain's developmental process; it is not the result of something a parent did or did not do.
The international diagnostic manual DSM-5-TR defines autism in two main areas. The first is social communication and interaction: skills like maintaining eye contact, pointing to share, taking turns in conversation, and making friends. The second is restricted, repetitive behaviors and interests: repeating the same movement, struggling significantly with routine changes, having intense interests in specific topics, or showing overreaction or underreaction to stimuli like sound, light, or touch.
The word spectrum indicates that every child experiences this condition differently. A child who does not speak at all and a child who speaks fluently but struggles with peer relationships can both be on this spectrum. That is why no two autistic children have the exact same program; we approach every child focusing on their unique strengths and needs.
What are the early signs of autism, and when should you request an evaluation?
One or more of the following signs do not mean autism on their own. But if you have any doubts, consulting an expert is the right step instead of waiting.
Request an evaluation in these situations
- If they often do not turn and look when their name is called
- If they do not point to share something they want or find interesting with you
- If eye contact is brief or very limited
- If their speech is delayed compared to peers, or if they have lost words they previously learned
- If repetitive behaviors like hand flapping, spinning, or lining up objects are frequently seen
- If a minor change in routine leads to intense crying or anger
- If they overreact to sound, light, clothing tags, or specific food textures
- If they engage with only a single part of a toy, like spinning its wheels, instead of playing with it properly
Common misconceptions parents often fall for
- Waiting by thinking “Boys just speak late” or “They will grow out of it”
- Postponing evaluation by saying “They are still small, it will pass”
- Delaying support with the idea of “Let's send them to kindergarten, they'll open up”
- Assuming “Once they start talking, everything will be fine”
- Stopping the program by thinking “They started school, no need for support anymore”
- Trusting unverified information and methods on the internet
How does the process work when you apply with suspected autism?
We outline the process clearly so you know exactly what will happen at every step, from your first call until the program begins.
Scheduling an appointment
When you call us, our assistant schedules a convenient time for a comprehensive expert consultation.
Comprehensive expert consultation and detailed anamnesis
In a session lasting about 1 hour with Psychologist (MSc) Burcu Cebeci Gürel, we listen in detail to your child's developmental history from birth to today. At the end of the meeting, we share a verbal evaluation with you.
Preliminary evaluation
Structured observation, developmental scales, parent interviews, and video analysis when necessary are utilized together. The sensory profile is separately evaluated through a scale and observation. If another expert has evaluated your child before, their opinion is also taken into account.
Parent education
Before starting the program, we discuss your child's needs, how you can support them at home, and how the process will unfold.
Individualized Education Program (IEP)
Our team, consisting of a psychologist, special education teacher, speech and language therapist, and occupational therapist, collaboratively writes the goals tailored to your child. The IEP is updated every 3 months.
Regular follow-up
Progress is tracked through periodic test repetitions and observation notes. You receive a brief update at the end of every session; when necessary, the team holds case meetings.
Which educational approaches do we use for autism?
We do not apply a single method to every child. We select the appropriate frameworks from the following based on the child's developmental profile and use them in combination. We have certified team members for most of these approaches.
| Approach | What does it mean for parents? | What does it focus on? |
|---|---|---|
| TEACCH | Structured teaching; organizing the environment and schedule in a way the child understands | Visual schedules, organized workspaces, independent working skills |
| ABA / discrete trial teaching | Applied behavior analysis; breaking skills into small steps and teaching them through repetition and reinforcement | Acquiring new skills, understanding the function of unwanted behaviors |
| Verbal behavior (VB) | Teaching language based on its purpose: requesting, naming, responding | Functional communication and language skills |
| DIR/Floortime | Getting down on the floor to join the child's play and build a relationship | Mutual interaction, emotional connection, expanding play skills |
| Theory of mind and social skills program | Teaching to understand the feelings, thoughts, and intentions of others | Friendships, taking turns, interpreting social situations |
| SOBECE program | Working on social skills through structured activities | Appropriate behavior in daily social situations |
| PASS and executive functions program | Supporting planning, attention, and information processing skills | Planning, sustaining attention, flexibility, self-regulation |
What areas does the autism education program cover?
Every aspect of the program is tailored based on the needs identified during the preliminary evaluation.
Two core areas, separate goals
Social communication and interaction, as well as repetitive behaviors and interests, are set as separate goals in the IEP. This allows progress in both areas to be monitored independently.
Precursor skills
Joint attention (looking at an object together), mutual imitation, and symbolic play (pretending a wooden block is a phone) form the foundation of language and social skills. These skills are evaluated through observation, scales, parent interviews, and video analysis, and are targeted together in the program.
Sensory profile and occupational therapy
How the child reacts to stimuli like sound, touch, and movement is evaluated using a scale, observation, and family input. Occupational therapy is carried out in coordination with the education program by our in-house occupational therapist.
Communication and language
Speaking is not the only form of communication. The primary goal is for the child to express themselves; our speech and language therapists work alongside the team for this part of the program.
Masking in girls
Some children, particularly girls, may camouflage their struggles by imitating their peers. This is known as masking. We pay special attention to these signs, consult teachers and schools, and gather information from multiple environments.
Individual and group sessions
Individual and group sessions are planned as a mix based on the child's needs. For students with a Guidance and Research Centre (RAM) report, session numbers align with the report; for those without, it is planned together with the family.
My child repeats what they hear or uses cards to communicate: What does this mean?
Echolalia is when a child repeats words or phrases they hear immediately or after some time. For example, answering the question “Do you want water?” by saying “Do you want water?”. Echolalia is not always meaningless repetition; some children use these phrases to request, confirm, or soothe themselves.
Our approach to echolalia depends on the child. For some, we focus on teaching the appropriate response instead of repeating; for others, we try to understand the function of the repeated phrase and transform it into functional communication—language that genuinely expresses their needs. The team decides the best approach based on the child's evaluation.
We rarely use augmentative and alternative communication (AAC) methods, such as picture cards or tablets, at our institution. A common question from parents is, “Will they stop talking if they use cards?”. Our answer is definitive: These methods do not delay speech; they facilitate communication. A child who can express themselves often experiences fewer tantrums and becomes more willing to communicate.
What can I do at home for my autistic child?
Your child spends the majority of their week with you. That is why the family's active involvement is incredibly valuable. We provide the following to families for their time outside sessions:
- Home program: A personalized plan showing how to integrate the skills practiced in sessions into your daily routines at home.
- Parent coaching: You discuss challenges faced at home with our expert and work on actionable solutions.
- Video feedback: If you prefer, we can provide concrete suggestions based on short videos you record while playing with your child at home.
- Post-session updates: At the end of every session, we briefly inform you about what was practiced and what you can try at home.
- School collaboration: With your consent, we contact your child's teacher and conduct school visits when necessary.
- Maintain routines and explain changes in advance; a visual daily schedule can help your child anticipate what will happen next.
What do the terms you will encounter during the autism journey mean?
- Spectrum
- The concept indicating that autism presents in different intensities and forms in every child.
- Preliminary evaluation
- The process of examining a child's developmental, communication, and behavioral traits through observations and scales prior to diagnosis.
- IEP (Individualized Education Program)
- A personalized educational plan outlining the child's goals and learning methods. It is updated every 3 months at our center.
- Joint attention
- When a child shares focus on an object or event with someone else, engaging in shared interest.
- Symbolic play
- Using an object to represent something else during play; for instance, pretending a wooden block is a car.
- Echolalia
- The immediate or delayed repetition of words or sentences heard by the child.
- AAC (Augmentative and alternative communication)
- Communication methods like picture cards, gestures, or devices that support or substitute spoken language.
- Sensory profile
- An assessment of how a child responds to sensory inputs such as sound, light, touch, and movement.
- Masking (camouflage)
- When a child hides their social difficulties by mimicking those around them; this can delay diagnosis.
- Occupational therapy
- A therapeutic field that supports a child's daily living skills, sensory processing, and both fine and gross motor skills.
Frequently asked questions
Can I find out if my child has autism or not at your center?
By conducting a preliminary evaluation, we assess your child's developmental and communication profile and share our observations with you. If necessary, we will refer you to a medical doctor.
Will my child talk?
No one can give a definitive answer to this question beforehand; every child's developmental trajectory is unique. The evaluation highlights your child's communication skills and strengths, and we set goals based on those findings. Our priority is for your child to be able to express themselves, whether through speech or other means.
How long does autism education take?
The duration varies based on the child's needs, age, and rate of progress; it is not accurate to provide a specific timeframe in advance. The Individualized Education Program is updated every 3 months, and during each update, we discuss the progress and upcoming goals with you.
When will autism go away?
Autism is not an illness to be cured, but a lifelong developmental difference. The goal of education is to support the child in developing their communication, social, and daily life skills to their fullest potential. Every child's progress is distinct.
What happens during the comprehensive expert consultation?
You will meet with Psychologist (MSc) Burcu Cebeci Gürel for about an hour. During this consultation, your child's developmental history is gathered in detail, and a verbal evaluation is provided at the conclusion. Then, we plan the evaluation process as the next step.
How do you decide which method to apply?
During the preliminary evaluation, we identify your child's developmental profile, interests, and needs. Our team decides together which frameworks—such as TEACCH, ABA, verbal behavior, DIR/Floortime, and social skills programs—are suitable. We do not use a one-size-fits-all method.
Does using picture cards delay speech?
No, augmentative and alternative communication methods do not delay speech; they enhance communication. At our center, we use these methods infrequently and only when a child specifically needs them.
My child constantly repeats sentences they hear. Is this a bad thing?
This is known as echolalia and is frequently a part of the child's attempt to communicate. Our approach varies by child: sometimes we teach the correct response, while other times we work to convert the repetitive phrase into functional communication.
What should I do at home?
We provide families with a home program, parent coaching, and video feedback. At the close of each session, we briefly share what was practiced and suggest activities to try at home. Parent education is also an integral part of the process right from the start.
My child overreacts to sounds and touch. Can I get support for this?
Yes. We assess the sensory profile using a scale, observation, and the information you provide. Occupational therapy is planned in conjunction with your child's educational program by our in-house occupational therapist.
Why might autism be diagnosed later in girls?
Some girls mask their social difficulties by copying the behavior of those around them, known as masking. Because of this, we pay close attention to masking signs during evaluation, seek teacher feedback, and gather data from various settings.
My child started school, can we stop the support?
Starting school does not inherently mean support should end. We decide together whether the program should continue based on your child's ongoing evaluation. With your consent, we will also collaborate with the school.
Can we receive autism education without a RAM report?
Yes. For students with a RAM report, session frequency is based on the report; for those without one, we plan the frequency together with the family. We also explain the RAM report process to you either over the phone or in person.
At what ages is autism education provided?
At our center, we work with children and young people aged 0–3, 3–6, 6–12, and 12+. Individual and group sessions are mixed depending on requirements.
