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Publication Metadata only Continuing effects of early enrichment in adult life: the Turkish early enrichment project 22 years later(Elsevier Science Inc, 2009) Sunar, Diane; Bekman, Sevda; Department of Psychology; Department of Psychology; Department of Psychology; Kağıtçıbaşı, Çiğdem; Baydar, Nazlı; Cemalcılar, Zeynep; Faculty Member; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 50769; 40374Long-term Studies of early intervention, spanning over decades, are scarce in the United States and nonexistent in the rest of the world. The Turkish Early Enrichment Project (TEEP) is the only non-U.S. example to date. This paper reports a new follow-up assessment of the long-term outcomes of TEEP, an intervention carried out in 1983-1985 with 4-6 year old children from deprived backgrounds (previous evaluations were carried out at the completion of the intervention and seven years later). Findings from 131 of the original 255 participants indicate more favorable outcomes for children who received either mother training or educational preschool, or both, compared to those who had neither, in terms of educational attainment. occupational status, age of beginning gainful employment, and some indicators of integration into modern urban life, such as owning a computer. Further analyses of the intervention effects on the complete post-intervention developmental trajectories indicated that children whose cognitive deficits prior to the intervention were mild to moderate but not severe benefited from early enrichment. Thus, a majority of the children who received early enrichment had more favorable trajectories of development into young adulthood in the cognitive/achievement and social developmental domains than comparable children who did not receive enrichment.Publication Metadata only High depression symptoms and burnout levels among parents of children with autism spectrum disorders: a multi-center, cross-sectional, case-control study(SPRINGER/PLENUM PUBLISHERS, 2021) Kutuk, Meryem Ozlem; Tufan, Ali Evren; Kilicaslan, Fethiye; Guler, Gulen; Celik, Fatma; Altintas, Ebru; Gokcen, Cem; Karadag, Mehmet; Yektas, Cigdem; Kandemir, Hasan; Buber, Ahmet; Topal, Zehra; Acikbas, Ufuk; Giray, Asli; Kutuk, Ozgur; N/A; Mutluer, Tuba; Faculty Member; School of Medicine; 305311The diagnosis of autism spectrum disorder (ASD) in a child affects family processes, increases parenting stress and marital conflicts, and may lead to parental psychopathology. It may also affect the prognosis for their children. The aim of this study is to determine depression and burnout levels as well as their predictors among parents of children with ASD compared with those of healthy children. We also sought to evaluate rate of complementary and alternative medicine (CAM) interventions among parents and explore the associations of this phenomenon in an exploratory fashion. 145 children with ASD and 127 control children were enrolled along with their mothers and fathers. Beck Depression Inventory and Maslach Burnout Inventory were used to evaluate parents' depression symptoms and burnout levels. Symptoms of children with ASDs were evaluated according to the Childhood Autism Rating Scale by the clinicians. Family, child and CAM variables were screened by means of a sociodemographic data form. Descriptive, bivariate and correlation analyses were used in statistical evaluations. Predictors of burnout were evaluated with multiple regression analysis. Burnout and depression levels among parents of children with ASD were significantly elevated compared to controls. Burnout levels of mothers were significantly elevated compared to fathers while depression scores of fathers were significantly elevated compared to mothers. Maternal burnout was significantly predicted by presence of functional speech in child while paternal burnout was significantly predicted by paternal vocation. Maternal depression was associated with paternal depression, lack of speech in child and attendance of child to special education services. Paternal depression was associated with autistic symptom severity and maternal depression. More than half the parents sought CAM interventions. Education level did not affect search for CAM interventions while both maternal and paternal psychopathology and presence of epilepsy among children increased use of CAM methods. Psychological support should be provided to both mothers and fathers of a child receiving a diagnosis of ASD. Addressing parents' burnout and stress levels and facilitating their negotiation of knowledge on etiology and treatments for ASD may be beneficial for the family unit as a whole.Publication Metadata only Learning language is learning typology: Acquisition of argument structure and relative clauses in typologically diverse languages.(Routledge, 2019) N/A; N/A; N/A; Department of Psychology; Özkan, Deniz; Uzundağ, Berna Arslan; Küntay, Aylin C.; PhD Student; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 300558; 178879This chapter discusses both simple and complex language constructions, and evaluates crosslinguistic research on monolingual children’s acquisition of argument structure and relative clauses. It provides an account of how crosslinguistic research on the acquisition of simple and complex language supports or challenges established ideas about language development. The chapter suggests that a change of focus for crosslinguistic research from universality to linguistic diversity is fruitful to identify the underlying mechanisms of language development. It presents evidence for the utilization of argument structure cues in English-learning children, which is followed by how children learning typologically different languages acquire argument structure knowledge. The chapter explores the construct cue validity of the Competition Model framework for explaining these typological differences. Children learning different languages arguably need to utilize specific arrays of cues to argument structure, including word order, nominal case markers, verb markers, pragmatics, verb semantics, animacy, and even gestures accompanying child-directed speech.Publication Metadata only Long-term effects of early intervention: Turkish low-income mothers and children(Elsevier, 2001) Sunar, Diane; Bekman, Sevda; Department of Psychology; Kağıtçıbaşı, Çiğdem; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; N/AThe two studies reported in this paper comprise the Turkish Early Enrichment Project (TEEP) spanning a period of 10 years. Both studies were conducted with mothers and children in low-income, low-education areas of Istanbul. Study I involved an examination over 4 years of the effects of two different types of early enrichment (intervention), child-focused (center-based) and mother-focused (home-based). Study 2 was a follow-up of Study 1, 7 years after the end of project intervention. Although both interventions produced superior cognitive skills and school adjustment at the end of the program, follow-up assessments in Study 2 revealed that parent-focused intervention had numerous sustained effects in terms of school attainment, higher primary school grades and vocabulary scores, more favorable attitudes towards school, and better family and social adjustment, while most effects of center-based intervention had dissipated (with the notable exception of negative effects of custodial, as opposed to educational, day care). It is concluded that home-based early enrichment through the mediation of the mother is a highly effective strategy with multiple positive outcomes in contexts of socioeconomic disadvantage.