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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only The effect of Transition to Adulthood Training Program for mothers of young adults with intellectual disability on family quality of life and perceived stress level: a pilot randomized controlled study(Sage Publications Inc, 2024) Aydın, Ayfer; Umaç, Eyşan Hanzade; Erdem, İpek Bertan; Graduate School of Health Sciences; Koç Üniversitesi Engelli Çocuk ve Ailelerine Destek Merkezi (EÇADEM) / The Support Center for Disabled Children and their Families (EÇADEM)Families cannot easily identify and cope with the changing health problems and needs of children transitioning into adulthood. This pilot randomized controlled study aims to improve the family's quality of life and reduce mothers' perceived stress levels by implementing an educational program (Transition to Adulthood Training Program - TATP). A total of 33 mothers of children with intellectual disabilities were randomly assigned to the groups. Data were collected using the Personal Information Form, Beach Center Family Quality of Life (BCFQOL), and Perceived Stress Scale. The intervention group showed a significant increase in the BCFQOL mean score rather than the control group (p<.001). There was a significant decrease in the perceived stress scores of the mothers in the intervention group after the TATP training sessions (p<0.05). The TATP intervention not only increased the quality of family life for these mothers but also led to a reduction in their perceived stress levels.Publication Metadata only Social competence in children with autism(Taylor & Francis Ltd, 2019) Yavuz, H. Melis; Korkmaz, Barış; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913Objectives: This paper investigates the associations of social competence with cognitive representation and communication skills in children with Autism Spectrum Disorders (ASD), by measuring these skills in an expansive way through assessing both mental and internal-state understanding, and verbal and non-verbal communication. Methods: The data were collected from 45 Turkish children (M-age=8.52 years, SD=3.05, min-max=3-14) with a diagnosis of ASD. Individual assessments were used to measure mental- and internal-state understanding. Teacher-rated scales were used to assess child's verbal and non-verbal communication skills, and social competence. Results: The results showed that social competence, cognitive representation, verbal and non-verbal communication skills were all significantly associated, but over and above cognitive representation skills and verbal communication, non-verbal communication had a salient role in adaptive social relationships of children with ASD. Conclusions: These findings have important applied implications for intervention studies and suggest that improvements of non-verbal communication skills in children with ASD might be important for increasing their positive social relations.Publication Metadata only Longitudinal predictors of vocabulary knowledge in Turkish children: the role of maternal warmth, inductive reasoning, and children's inhibitory control(Routledge Journals, Taylor & Francis Ltd, 2018) N/A; Department of Psychology; Ekerim-Akbulut, Müge; Selçuk, Bilge; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 311454; 52913Research Findings: The present study investigated the social and cognitive precursors of vocabulary knowledge in 239 Turkish preschoolers both concurrently (Time 1 [T1] Mage = 53.29 months, SD = 10.19) and subsequently 1 year later (Time 2 [T2] Mage = 65.40 months, SD = 10.55). We examined the role of parenting behaviors by focusing on emotional and stimulation aspects of parenting (maternal warmth and inductive reasoning) and children's inhibitory control skills in vocabulary comprehension. The results showed that T1 maternal warmth was linked with neither concurrent nor subsequent vocabulary knowledge, whereas T1 maternal inductive reasoning predicted vocabulary knowledge 1 year later. On the other hand, T1 inhibitory control predicted vocabulary knowledge at both time points, even when the child's age and SES were controlled. T1 vocabulary knowledge mediated the links from T1 inhibitory control and SES to T2 vocabulary knowledge. The findings highlighted that parenting, children's regulation skills, and broader contextual variables (SES) are all involved in the development of children's vocabulary knowledge. Practice or Policy: The findings provided a nuanced understanding of the relation between aspects of parenting and vocabulary knowledge by showing that not maternal warmth but inductive reasoning is crucial for enhancing word comprehension of preschoolers.Publication Metadata only Children's social understanding scale-short form: adaptation to Turkish sample(Routledge Journals, Taylor & Francis Ltd, 2023) Ekerim Akbulut, Müge; Etel, Evren; Tahiroğlu, Deniz; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913Research Findings: The Children's Social Understanding Scale (CSUS) assesses young children's theory of mind (ToM). The current study adapted the parent version of the CSUS-short form to Turkish and examined its utility, for the first time, as an assessment tool for teachers. The associations of parent and teacher reports of the CSUS-short form with classical behavioral assessments of ToM were investigated along with such known correlates of ToM as receptive language, executive functions (EF), and social competence. Two hundred and two children (M-age = 53.98 months), their parents and 169 teachers participated in the study at Time 1, and one year later at Time 2, 132 parents and 109 teachers completed the CSUS-short form again. Similar to the original version of the scale, both parent and teacher forms yielded one-factor structure, demonstrated high internal consistencies at both measurement points, and were positively correlated with each other across time. Parent and teacher forms were also concurrently and positively associated with behavioral ToM tasks, receptive language, EF, and social competence. Practice or Policy: These results pointed to the reliability and validity of the parent and teacher versions of the CSUS-short form as a multi-informant measure for Turkish preschoolers and lay the ground for cross-cultural comparison of children's ToM scores with the other cultural adaptions of the CSUS.