The Effectiveness of a Montessori-Based Structured Process in Teaching Self-Care Skills to Individuals with Autism: A Case Study on Nose Wiping Behavior

Introduction. The importance of this research it contributes to the literature by demonstrating that self-care behavior such as nose wiping can be effectively taught to children with special needs through structured instructional processes. This Montessori-supported practice offers a unique teaching approach that enhances both physical coordination and hygiene habits. The aim of this study is to examine the effect of a structured teaching method based on the Montessori approach on the acquisition of the nose wiping behavior, which is one of the independent hygiene skills, by a student diagnosed with autism spectrum disorder. Methods of the Research. The study was conducted within the framework of a single-subject experimental design and was based on the chained task teaching method. The target behavior was defined as a six-step behavioral chain, and the sessions carried out during the implementation process were documented through video recordings and evaluated using task analysis techniques. During the educational process, the student was provided with various types of prompts, followed by independent practice and generalization studies. The Results. The findings revealed that the student was able to perform most steps of the nose wiping skill independently and sustain this behavior in different environments without verbal instructions. These results demonstrate that self-care skill instruction based on Montessori pedagogy offers an effective approach to increasing independence, developing hygiene habits, and fostering self-esteem in individuals with special needs. Conclusions. It is believed that this study can serve as a model for teachers and practitioners working in the field of special education for teaching similar skills.