1,721,009 research outputs found
Identifying The Relationship Of Teacher Candidates' Humor Styles With Anxiety And Self-Compassion Levels
No full textProblem Statement: Teacher candidates who will soon be responsible for educating the future generations should possess certain characteristics. Specific teacher candidates should have specific characteristics taken into consideration: pre-school and primary teacher candidates should be seen as role models by younger students; psychological counseling and guidance teacher candidates should guide students in terms of choice of profession and provide counseling in case of problems; and special education teacher candidates should be fully equipped with the skills to handle students with special needs and characteristics. Purpose of Study: This study aims to identify the relationship between teacher candidates' humor styles, anxiety, and self-compassion levels, and to investigate these levels from the perspective of gender and grade variables. Method: In this research study, a multiple regression analysis was applied in order to explore the relationship between candidate teachers' humor styles and their anxiety as well as self-compassion levels. The sample of the study is comprised of a total of 1008 students studying in the following departments of the Ataturk Education Faculty at Marmara University: early childhood education, primary school teaching, psychological counseling and guidance, and special education. As data collection instruments, the Self-Compassion Scale, the Humor Styles Questionnaire, and the State and Trait Anxiety Scale were used. Findings and Results: According to the findings of the study, the t values calculated to find the significance of the regression coefficients indicate that isolation and self-judgment sub-dimensions have significant predictiveness for affiliated humor. Self-kindness, common humanity, isolation, and over-identification sub-dimensions have significant predictiveness for self-enhancing humor. Self-kindness, self-judgment, mindfulness, and over-identification subdimensions have significant predictiveness for aggressive humor. Self-judgment and common humanity sub-dimensions have significant predictiveness for self-defeating humor. Other sub-dimensions do not have significant influence on the dependent variable. Finally, the sub-dimensions of the State and Trait Anxiety Scale have significant predictiveness for all the sub-dimensions of the Humor Style Scale. Recommendations: There is a need for experimental studies aiming to boost teacher candidates' self-compassion by developing programs indented to reduce their anxiety levels. It is also suggested that if some aspects of such programs are found to be positive in such studies, they should be incorporated into the optional courses or practice-based applications in the programs of education faculties
Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder
No full textThis study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of age with ND (45% female, 55% male) and 76 children from ages 1-6 years with ASD (25% female, 75% male. Exploratory factor analysis and principal component analysis were applied to maintain construct validity. The total loads of factors were between 65.32% (0-1 module) and 75.75% (4-5 module). The Cronbach's alpha internal consistency coefficient value was high for all the modules (alpha(min) = .93; alpha(max) = .97). The items in all the modules are highly correlated to the total score of the module (r(min) = .35; r(max) = .91; p<.001), and the high/low groups of the items included in all the modules are distinctive (t(n) = -9.95; t(max) = -52.67; p<.001). Results of the independent samples t-test applied to compare children with ND and children with ASD revealed the difference in the means of all the modules is significant (t(min) = 6.30; p<.001). In conclusion, all the modules in the parent form are sufficiently reliable and valid; thus, the form can be used to distinguish children with ND from those with ASD in terms of their communication skills
A Comparison of the Alexithymia, Self-compassion and Humour Characteristics of the Parents with Mentally Disabled and Autistic Children
Get PDFAbstractIn this research study, the scores of parents with mentally disabled and autistic children in the alexithymia, self-compassion and humour styles scales are compared and their scores are investigated focusing on the diagnosis of their children variable. Based on the relational screening model, this research study involves 120 mothers and fathers having children diagnosed with alexithymia and autism. As a result of the study, it was found that the comparison of the fathers-mothers’ total scores in the alexithymia, self-compassion and humour styles scales and their sub-scale scores revealed that the only difference is in the over-identification sub-dimension of the self-compassion scale; moreover, regarding the question whether the scale scores vary depending on the variable of the diagnosis of their children, it was found that there is no statistically significant difference in the scale scores considering this variable
Heterogeneity of subclinical autistic traits among parents of children with autism spectrum disorder: Identifying the broader autism phenotype with a data-driven method
No full textClinical diagnosis of autism spectrum disorder (ASD) can be conceptualized as the extreme end of the distribution of subclinical autistic traits related to genetic susceptibility factors (broad autism phenotype (BAP)) in the general population. Subclinical autistic traits are significantly more common among unaffected first-degree relatives of probands with autism. However, there is a significant heterogeneity of autistic traits in family members of individuals with ASD and severity of autistic traits are not significantly different from controls in the majority of these relatives. The current study investigated the heterogeneity of autistic traits using latent class analysis (LCA) of the Autism Spectrum Quotient (AQ) ratings of 673 parents of children with ASD and 147 parents of typically developing children. Two distinct subgroups, including a low-scoring and a high-scorer (BAP) groups, were found. In comparison to control parents, a significantly larger proportion (21.1% vs. 7.5%) of parents of ASD were members of BAP group. Communication subscale made a distinctive contribution to the separation of high and low-scoring groups (d=2.77). Further studies investigating neurobiological and genetic biomarkers and stability of these two subgroups over time are important for understanding the nature of autistic traits in the general population. Autism Res2017, 10: 321-326. (c) 2016 International Society for Autism Research, Wiley Periodicals, Inc
Characteristics of Children Who Lost the Diagnosis of Autism: A Sample from Istanbul, Turkey
No full textAim. The aim of this study was to describe a group of children who lost a diagnosis of autism following participation in early educational programs. Method. This is a descriptive study reporting the characteristics of children (n: 39) who lost their diagnosis of autism and explaining the educational programs that these children followed. The data were collected by reviewing the participants' files and through examinations. Results. All of the children were placed at regular psychiatric follow-ups. The mean age at referral was 2.39±0.75 years, whereas the mean age at the time of optimal outcome reported was 5.11 ± 1.95 years. Two of the children were in early intensive behavioral intervention (EIBI), and the rest were in a comprehensive naturalistic behavioral program. The childhood autism rating scale (CARS) total scores at baseline and final were 32.75 ± 3.15 and 18.01 ± 1.76, respectively. The mean IQ of the group at final examination was 116.70 ± 18.88. Conclusion. It could be concluded that a group of children with an autism diagnosis could lose the diagnosis of autism upon early intervention. High IQ and the development of communicative and language skills at an early age could be the most powerful factors contributing to an optimal outcome
Turkish Adaptation of Test of Pretended Play
Get PDFThe objective of present research is to conduct validity and reliability analysis of the verbal section of Test of Pretended Play that will measure pretended play behaviors of pre-school age children [3-6 years of age]. Test of Pretended Play was first developed by Vicky Lewis and Jill Boucher in 1997. This test aimed to measure pretended Play behavioral development of normal children between ages 1 to 6 besides children with mental developmental problems till the age 8. The test consists of two parts; verbal and nonverbal Verbal part is composed of four subsections which are daily objects, toys and non-representative materials, one-symbol toy. playing pretended play alone Reliability analysis demonstrated that test-retest correlation is .933 [P <-.001]. In present research. at the end of statistical analyses conducted to detect the validity analysis of scale, a statistically meaningful positive relationship on level .001 has been detected between Pretended Play Total Scores and Raven Progressive Matrix Test [RAVEN] total a statistically meaningful positive relationship on level .001 with Ankara Developmental Screening inventory [ADSI] and a statistically meaningful positive relationship on level, 001 with Language Use Scale. In order to compare with respect to pretended play normally developing children and children with autism and mental disability. abstract thinking, development and language use skills as the differences between total average scores are analyzed, it surfaces that score average of normally developing children is higher than children with autism and mental disability. score average of children with mental disability is on the other hand significantly higher than autistic group
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Zihin engelli çocukların annelerinin çocuk yetiştirme tutumlarının çocukların sosyal becerilerine etkisinin değerlendirilmesi
No full textBu araştırmanın amacı, 7-12 yaş zihinsel engelli çocukların annelerinin tutumları ile çocukların sosyal becerileri arasında bir ilişki olup olmadığını incelenmek, annelerin tutumları ve çocukların sosyal becerileri çeşitli değişkenler açısından farklılaşıp farklılaşmadığını belirlemektir. Tarama modeline uygun olarak düzenlenen araştırmada aşağıdaki sorulara cevap aranmıştır. 1. Zihinsel engelli çocukların sosyal beceri düzeyleri, problem davranış düzeyleri ve akademik yeterlilikleri; Çocuğun yaşına, Çocuğun cinsiyetine, Çocuğun doğum sırasına, Annenin yaşına, Annenin Eğitim düzeyine, Annenin Mesleğine, Annenin çocuğu ile istediği kadar ilgilenmesine göre farklılaşmakta mıdır? 2.Zihinsel engelli çocukların sosyal becerileri ile; problem davranışları arasında, akademik yeterlilikleri arasında anlamlı bir ilişki var mıdır? 3.Annelerin çocuk yetiştirme tutumları; çocuğun yaşına, çocuğun cinsiyetine, çocuğun doğum sırasına, annenin yaşına, annenin eğitim düzeyine, annenin mesleğine, annenin çocuğu ile istediği kadar ilgilenmesine göre farklılaşmakta mıdır? 4.Annelerin çocuk yetiştirme tutumları ile zihinsel engelli çocuğun; sosyal becerileri, problem davranışları, akademik yeterlilikleri arasında anlamlı bir ilişki var mıdır? Araştırmanın örneklemini, 2010-2011 eğitim- öğretim yılında, İstanbul İli Kadıköy, Üsküdar, Bayrampaşa, Güngören, Bakırköy, Küçükçekmece ve Esenyurt ilçelerine bağlı resmi okulların özel eğitim ve kaynaştırma uygulaması yapılan sınıflarda eğitimine devam eden 7-12 yaş arası zihin engelli çocuklar ve anneleri oluşturmaktadır. Araştırmaya, kaynaştırma eğitimine devam eden 58 ve özel eğitim sınıflarında eğitime devam eden 96 zihin engelli çocuk ve 154 zihin engelli çocuk annesinden oluşmak üzere toplam 308 kişi katılmıştır. Araştırmada veri toplama aracı olarak Gresham ve Elliot (1990) tarafından geliştirilen ve Sucuoğlu ve Özokçu (2005) tarafından türkçe’ye uyarlanan Sosyal Becerileri Dereceleme Sistemi (SBDS), Schaefer ve Bell (1958) tarafından geliştirilen ve Le Compte ve Özer (1978) tarafından türkçeye uyarlanan Aile Hayatı ve Çocuk Yetiştirme Tutum Ölçeği (PARI) ile araştırmacı tarafından hazırlanan Aile Bilgi Formu kullanılmıştır. Araştırma sonucunda; Zihin engelli çocukların sosyal beceri düzeyi ile yaş değişkeni arasındaki farklılık anlamlı bulunmuştur. Elde edilen sonuçlarda, 12 yaş grubunda olan çocukların sosyal becerilerinin 11 yaş grubunda olan çocukların sosyal becerilerinden anlamlı derecede yüksek olduğu bulunmuştur. Diğer yaş grupları arasında ise anlamlı bir farklılık bulunmamıştır. Annenin yaşı ile çocuğun sosyal becerileri arasında anlamlı ilişki bulunmuştur. Sonuçlar incelendiğine 20-29 yaş grubu ile 40-49 yaş grubu arasında, 40-49 yaş grubundaki annelerin çocuklarının sosyal becerilerinin daha yüksek, 20-29 yaş grubu ile 50 ve üstü yaş grubu arasında 50 ve üstü yaş grubunda olan annelerin çocuklarının sosyal becerilerinin daha yüksek olduğu görülmektedir. Zihin engelli çocukların sosyal beceri düzeyi ile cinsiyet değişkeni, doğum sırası değişkeni, annenin öğrenim durumu, annenin mesleği, çocukla istediği kadar ilgilenip ilgilenememesi arasında anlamlı farklılık bulunmamıştır. Zihin engelli çocukların problem davranış düzeyleri ile çocuğun; yaşı, cinsiyeti, doğum sırası ve annenin; yaşı, eğitim düzeyi, mesleği, çocukla istediği kadar ilgilenip ilgilenememesi değişkenleri arasında anlamlı farklılık bulunmamıştır. Zihin engelli çocukların akademik yeterlilik düzeyi ile yaş değişkeni arasındaki farklılık anlamlı bulunmuştur. Elde edilen sonuçlarda, 12 yaş grubunda olan çocukların 8 yaş grubundaki çocuklara göre akademik yeterliliğinin daha yüksek olduğu, 10 yaş grubunda olan çocukların 8 yaş grubundaki çocuklara göre, akademik yeterliliğinin daha yüksek olduğu bulunmuştur. Diğer yaş grupları arasında ise anlamlı bir farklılık bulunmamıştır. Zihin engelli çocukların akademik düzeyleri ile çocuğun; cinsiyeti, doğum sırası ve annenin; yaşı, eğitim düzeyi, mesleği, Çocukla istediği kadar İlgilenip İlgilenememesi değişkenleri arasında anlamlı farklılık bulunmamıştır. Zihin engelli çocukların sosyal beceri düzeyleri ile problem davranış düzeyleri arasında negatif yönlü yüksek düzeyde anlamlı bir ilişki bulunmuştur. Sosyal beceri düzeyleri ve akademik yeterlilik düzeyleri arasında ise pozitif yönde yüksek düzeyde anlamlı bir ilişki bulunmuştur. Annenin Ev Kadınlığını Reddi alt boyutu puanları ile cinsiyet değişkeni arasındaki farklılık anlamlı bulunmuştur. Sonuçlar incelendiğinde erkek çocuğa sahip annelerin kız çocuğa sahip annelere göre ev kadınlığı reddi oranın daha yüksek olduğu görülmektedir. Çocuğun cinsiyetine göre Annelerin aşırı koruyuculuk, demokratiklik ve eşitlik, baskı ve disiplin alt boyut puan ortalamalarında anlamlı fark olmadığı belirlenmiştir. Çocuğun doğum sırası, çocuğun yaşı ve Annenin yaşı değişkenine göre PARI tutum ölçeğinin alt boyutları puanlarında anlamlı fark olmadığı belirlenmiştir. Aşırı Koruyucu Annelik alt boyutu puanları ile Annenin Öğrenim Düzeyi değişkeni arasındaki farklılık anlamlı bulunmuştur. Bulgulara göre okuryazar olmayan annelerin lise mezunu ve üniversite - üstü eğitim almış annelere göre aşırı korumacı tutum sergilediği görülmektedir. İlköğretim mezunu olan annelerin lise mezunu olan ve üniversite - üstü mezunu olan annelere göre aşırı korumacı tutum sergilediği görülmektedir. Baskı ve disiplin alt boyutu puanları ile Annenin Öğrenim Düzeyi değişkeni arasındaki farklılık anlamlı bulunmuştur. Okuryazar olmayan annelerin lise mezunu ve üniversite - üstü eğitim almış annelere göre baskı ve disiplin sergilediği görülmektedir. İlköğretim mezunu olan annelerin lise mezunu olan ve üniversite - üstü mezunu olan annelere göre baskı ve disiplin sergilediği görülmektedir. Demokratiklik ve eşitlik, Ev Kadınlığını Reddi boyutu, puanları ile Annenin Öğrenim Düzeyi değişkeni arasında anlamlı farklılık bulunmamıştır. Aşırı Koruyucu Annelik alt boyutu puanları ile Annenin mesleği değişkeni arasındaki farklılık anlamlı bulunmuştur. Sonuçlar incelendiğinde ev hanımı olan annelerin, memur olan annelere göre aşırı korumacı tutum sergilediği görülmektedir. Baskı ve disiplin alt boyutu puanları ile Annenin mesleği değişkeni arasındaki farklılık anlamlı bulunmuştur. Ev hanımı olan annelerin, memur olan annelere göre baskı ve disiplin sergilediği görülmektedir. Annenin mesleği ile demokratiklik ve eşitlik, Karı-koca geçimsizliği ve Annenin Ev Kadınlığını Reddi boyutları puanları arasında anlamlı farklılık bulunmamıştır. Aşırı Koruyucu Annelik alt boyutu puanları ile çocukla ilgilenme değişkeni arasındaki farklılık anlamlı bulunmuştur. Sonuçlar incelendiğinde çocuğuyla yeterince ilgilendiğini belirten annelerin, çocuğuyla yeterince ilgilenemediğini belirten annelere göre aşırı koruyucu tutum sergilediği görülmektedir. Demokratiklik ve eşitlik, annenin ev kadınlığını reddi, baskı ve disiplin ve aile içi çatışma boyutu puanları ile Çocukla yeterince ilgilenip ilgilenmeme değişkeni arasında anlamlı farklılık bulunmamıştır. Örneklem grubunu oluşturan bireylerin PARI alt boyutları ile Sosyal Beceri Ölçeği puanları arasında demokratiklik ve eşitlik alt boyutu ile Sosyal Beceri Ölçeği puanları arasındaki ilişki pozitif yönde anlamlı bulunmuştur. Diğer alt boyut puanları arasındaki ilişkiler ise anlamlı bulunmamıştır. Demokratik tutum sergileyen annelerin çocuklarının diğer tutumları sergileyen annelerin çocuklarına göre sosyal becerilerinin daha yüksek olduğu görülmüştür. Örneklem grubunu oluşturan bireylerin PARI alt boyutları ile Problem Davranışlar Ölçeği puanları arasında demokratiklik ve eşitlik alt boyutu ile Problem Davranışlar Ölçeği puanları arasındaki ilişki negatif yönde anlamlı bulunmuştur. Diğer puanlar arasındaki ilişkiler ise anlamlı bulunmamıştır. PARI'nin demokratiklik ve eşitlik alt boyutundan düşük puan alan annelerin çocuklarının, diğer tutumları sergileyen annelerin çocuklarına göre; problem davranış ölçeğinden aldıkları puanların daha yüksek olduğu görülmektedir. Örneklem grubunu oluşturan bireylerin PARI alt boyutları ile Akademik Ölçeği puanları arasında ilişki anlamlı bulunmamıştır. engelli çocuk, aile tutumu, sosyal beceri.The aim of this research was to examine if there was a relationship between 7-12-year-old disabled children’s mothers’ attitude and children’s social skills and to find out whether the mothers’ attitudes and children’s social skills underwent a change in terms of variants or not. In this research, organized according to screening model, answers for the following questions were sought. 1. The social skill levels, problem behaviour rank and academic competence of mentally retarded children; are they undergo a change according to child’s age, child’s sex, child’s birth process, mother’s age, mother’s education level, mother’s job, mother’s taking care of her child as much as she wants? 2. Is there a meaningful relationship among mentally retarded children’s social skills, problem behaviours and their academic competence? 3. Are mother’s parenting attitudes undergo a change according to child’s age, child’s sex, child’s birth process, mother’s age, mother’s education level, mother’s job, mother’s taking care of her child as much as she wants? 4. Is there a meaningful relationship among mother’s parenting attitudes and children’s social skills, problem behaviours and their academic competence? The sampling of the study is composed of 7-12-year-old mentally retarded children who received education in 2010-2011 education year in special classes or classes with integration facilities of official schools which are bound to Kadıköy, Üsküdar, Bayrampaşa, Güngören, Bakırköy, Küçükçekmece and Esenyurt districts of İstanbul and the sampling of the study also includes their mothers. 308 people has taken part in the research, this number consists of mentally retarded children 58 of whom are receiving integrated education and 96 receiving education in special classes and mothers of those 154 children. In this research Social Skills Rating System (SSRS), developed by Gresham ve Elliot (1990) and adapted to Turkish by Sucuoğlu and Özokçu (2005), Parental Attitude Research Instrument, developed by Schaefer and Bell (1958) and adapted to Turkish by Le Compte and Özer (1978), and Family Inquiry Form, prepared by the researcher, were used as a data collecting tools. As a result of the research; a meaningful relationship between the social skills of mentally retarded children and age variant is found. In the output data it’s been found out that the social skills of 12-year-old children are significantly better than social skills of 11-year-old children. There hasn’t been found a meaningful relationship among other age groups. A meaningful relationship between the mother’s age and social skills has been found. When the results are examined it can be seen that between the 20-29-year-olds and 40-49 year-olds the children of 40-49 year-olds have better social skills and between the 20-29-year-olds and above 50 year-olds the children of above 50 year-olds have better social skills. There cannot be found any meaningful relationship between the mentally retarded children’s social skills and child’s age, child’s sex, child’s birth process, mother’s; age, education level, job or mother’s taking care of her child as much as she wants variants. There cannot be found any meaningful relationship between the mentally retarded children’s problem behaviour level and child’s age, child’s sex, child’s birth process, mother’s; age, education level, job or mother’s taking care of her child as much as she wants variants. The relationship between the academic competence of mentally retarded children and age variant has been found to be meaningful. The results have pointed out that 12-year-old children’s academic competence is higher than 8-year-old children’s academic competence accordingly 10-year-old children’s academic competence is higher than 8-year-old children’s academic competence. No meaningful relationship is detected among other age groups. There cannot be found any meaningful relationship between the mentally retarded children’s academic competence and child’s age, child’s sex, child’s birth process, mother’s; age, education level, job or mother’s taking care of her child as much as she wants variants. There has been found a significantly meaningful negative relationship between social skill levels and problem behaviour level of mentally retarded children. There also be found a significantly meaningful positive relationship between social skill levels and academic competence level of mentally retarded children. The discrepancy between Mother’s denial of being a housewife sub dimension rate and sex variant has been found to be meaningful. When the results are examined it is seen that mothers with daughters have a higher denial of being a housewife rate than mothers with sons. It has been found out that there isn’t a meaningful difference between the children’s sex and mother’s rate of sub dimensions as being over protective, democratic and egalitarian, and strict-disciplined. It is set that there isn’t a meaningful difference in PARI attitudes scale sub dimension rates according to child’s birth process, child age and mother age variants. The discrepancy between over protective motherhood, mother’s education level variant has been found to be meaningful. According to the findings illiterate mothers are tend to be over protective when compared with the mothers graduated from high school, college or received a master’s degree. The mothers graduated from primary school are over protective than mothers graduated from high school, college or received a master’s degree. The difference between strict-disciplined sub dimension rate and mother’s education level variant has been found to be meaningful. Illiterate mothers are found out to act more strict-disciplined than mothers graduated from high school, college or received a master’s degree. The mothers graduated from primary school are acting act more strict-disciplined than mothers graduated from high school, college or received a master’s degree. The difference among the democratic and egalitarian rates, denial of being a housewife dimension rates and mother’s education level isn’t found to be meaningful. The difference between the over protective motherhood and mother’s education found to be meaningful. When the results are examined it is seen that housewife mothers tend to be more over protective than civil servant mothers. The difference between the strict-disciplined sub dimension rate and mother’s education found to be meaningful. It’s understood that housewife mothers are more strict-disciplined than civil servant mothers. The difference among the democratic and egalitarian rates, husband-wife incompatibility and denial of being a housewife dimension rates and mother’s education level isn’t found to be meaningful. The difference between the over protective motherhood dimension rates and child-care variant has been found to be meaningful. When the results are examined it is seen that the mothers who claimed that they efficiently care about their children are more over protective than the mothers who claimed that they cannot efficiently care about their children. The difference among the democratic and egalitarian rates, denial of being a housewife, strict-disciplined and household conflict dimension rates and child-care variant isn’t found to be meaningful. There has been found significantly meaningful positive relationships between the PARI sub dimensions of people, forming the sampling group, and Social Skills Scale rates and between the democratic and egalitarian sub dimensions and Social Skills Scale rates. No meaningful relationship is detected among sub dimension rates. It has been found out that children of mothers with democratic attitudes have higher social skills than that children of mothers with other attitudes. There has been found significantly meaningful negative relationships between the PARI sub dimensions of people forming the sampling group, and Social Skills Scale rates and between the democratic and egalitarian sub dimensions and Problem Behaviour Scale rates. No meaningful relationship is detected among other sub dimension rates. It has been found out that children of mothers with lower rates of democratic and egalitarian sub dimensions get higher rates from the problem behaviour scale than children of mothers with other attitudes. The relation between the PARI sub dimensions of people forming the sampling group and the Academic Scale hasn’t been found meaningful. Key words: Child with mental retardation, parental attitudes, social skill
The Effect Of Peer-Tutoring Method On Social Acceptance And Self-Esteem Of Individuals With Intellectual Disabilities
No full textThe purposes of this study are to examine how the information-giving meetings (in separated environment) and workshops in which students with intellectual disabilities teach a skill to their typically developing peers, affect the social acceptance level of typically developing students toward students with intellectual disabilities and whether the self -esteem scores of students with intellectual disabilities differ according to the attendance to the workshop activity (as a tutor peer). This research was conducted in Istanbul with 7th and 8th grade students in a secondary school and students with intellectual disabilities of a special education center. The participants of this study are 25 students with intellectual disability and 105 trically developing students. Workshop and information-giving activities which had been developed by researchers were conducted with the students of the experimental group. The activities used in this study consist of workshop activities which were applied in 3 different days and 2 sessions of information-giving activity on the same day. In the study, pre-test/post-test control grouped experimental design is used. The research data were gathered with Social Acceptance Scale and Piers-Harris Children's Self-Concept Scale, and were analyzed with SPSS 17 program. The results from the data analysis revealed that workshop activities which were held with typically developing students had a positive effect on enhancing the social acceptance of typically developing students toward their peers with intellectual disabilities. Furthermore results from the data analysis showed that, self-esteem scores of students with intellectual disabilities did not differ according to the participation to workshop activities
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