International Journal of Early Childhood Special Education

International Journal of Early Childhood Special Education (INT-JECSE) is an online, open-access, scholarly, peer-reviewed journal offering scholarly articles on various issues of young children with special needs (0-8 age) and their families.

Year: 2015 Volume: 7 Number: 2

From the editors,

Volume 7, Issue 2, December 2015 

Dear INT-JECSE readers and contributors,

We are excited to be with you with second issue of the seventh volume of the INT-JECSE as we are starting our eighth year with growing contributions of many experts from the field of early childhood intervention/early childhood special education worldwide. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of the INT-JECSE. In our second issue of the seventh volume, you will find nine articles on various topics of young children with special needs and their families or professionals.

The first article was written by Ayse Tuba Ceyhun, Selda Ozdemir, Gokhan Toret and Ufuk Ozkubat entitled as “A Comparison of Parents-Child Interactions of Children with Autism Spectrum Disorders and with their Parents and Typically Developing Children and their Parents”. The results of the study showed that while parents of children with ASD displayed a lower level of emotional expressiveness and responsive interactional behaviors towards their children, there was no significant difference between parents of children with ASD and typically developing children with regard to achievement oriented behaviors. Findings of the study were discussed in relation to the literature on parent-child interactions of typically developing Turkish children and children with ASD and suggestions for further research were provided. 

Cem Aslan, Selda Ozdemir, Pinar Demiryurek and Hale Cotuk are the authors of the second article entitled as “Examining Play Diversity and Play Complexity of Typically Developing Children and Children with Visual Impairments”. The study compared the play diversity and complexity of typically developing children, children with low vision and children with severe visual impairments aged between 3 and 6 years. According to results, while the play diversity of typically developing children, children with severe visual impairments and children with low vision significantly differentiated in the same and different play categories, results did not indicate any significant difference in non-play category. In addition, findings suggested that the play complexity levels of typically developing children, children with low vision and children with severe visual impairments were differentiated significantly in the symbolic and non-functional play behavior categories. However, the difference was not significant in the functional play category.

With the title of “Inclusion as an Approach and Process for Promoting Acceptance and Success: Comparative Perspectives between the United States and China”, authors in the third article,, Chun Zhang & Biying Hu examine the histories of Special Education in the United States and China, the progress they have made, the directions they are going, lessons they can learn from each other, and how these two societies can transform themselves to be more accepting, supportive, and inclusive because of the education and support provided to individuals with disabilities. 


Janet Siew Poh Law and Noel Kok Hwee Chia, in the fourth article were carried out their study entitled as “Exploring Efficacy of a Community-Based Reading  Programme for At-Risk Children”. The study aimed at reporting  an exploratory evaluation of a community-based reading programme kids READ.

The fifth article was written by Lundqvist Johanna, Allodi Westling Mara and Siljehag Evaand entitled as “Special Educational Needs and Support Provisions in Swedish Preschools: A Multiple-Case Study”. As a multiple-case stud,  the purpose was to investigate the abilities and needs of children in some comprehensive and specialised preschools adopting some form of inclusive education, and to describe the provided support that was designed to enhance children’s participation and learning.

Ceyda Turhan and Sezgin Vuran are the authors of the sixth article entitled as “The Effectiveness And Efficiency Of Social Stories And Video Modelling On Teaching Social Skills To Children With Autism Spectrum Disorder”. The study compared the effectiveness  of computer based social stories and video modeling while teaching social skills to children with autism spectrum disorder. The results of the study indicated that video modeling was more effective to increase playing skills indepedently than social stories. Three, five and seven weeks after intervention maintanence probes were conducted and the maintanence results indicated that the skill was going on.  

With the title of “The Use of Video Modeling with The Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers with Autism”, in the seventh article, the authors, Serhat Odluyurt, Hatice Deniz Degirmenci, Iclal Adalıoglu and Alper Kapan determined  the effectiveness of the use of video modeling (VM) alone and VM procedure with the picture exchange communication system (PECS) procedures. The authors compared these two procedures  in order to increase independent communicative initiations in preschool-age students.

Jerry Aldridge, Jennifer L. Kilgo and A.K. Bruton in the eighth article entitled as “Transforming Transdisciplinary Early Intervention and Early Childhood Special Education through Intercultural Education”  defined intercultural education as it relates to working with families of young children in early intervention/early childhood special education. Issues concerning intercultural education with young children and their families also are considered. Suggestions are proposed for how intercultural education can transform and enhance current practices, within a transdisciplinary framework.

The ninth article written by Meram Mısır Horasan and Binyamin Birkan and entitled a
s “The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally” was on determination the effect of incidental teaching on teaching three children with autism spectrum disorders to demand  verbally their lost objects. The analysis of data gathered through interviews were made through descriptive analysis technique and the findings were analyzed paying attention to the literature and other studies.  The result of the study shows that incidental teaching method was effective on teaching verbal demanding skills to children with autism spectrum disorders for finding their lost objects.

Looking forward to being with you in June 2016 issue…


Ibrahim H. Diken, Ph.D.
Editor-In-Chief

Avsar Ardic, Ph.D
Associate Editor
Mehmet Yanardag, Ph.D.
Associate Editor
Murat Dogan, Ph.D.
Associate Editor
Veysel Aksoy, Ph.D.
Associate Editor

Year: 2015 Volume: 7 Number: 2

International Journal of Early Childhood Special Education (INT-JECSE)
Volume 7, Issue 2, December 2015

Articles

EDITORIAL BOARD

Volume 7, Issue 2, December 2015

Ibrahim H. Diken, Ph.D

EDITOR-IN-CHIEF Anadolu University, TURKEY

Avsar Ardıc, Ph.D.

ASSOCIATE EDITOR Ege University, TURKEY

Mehmet Yanardag, Ph.D.

ASSOCIATE EDITOR Anadolu University, TURKEY

Murat Dogan, Ph.D.

ASSOCIATE EDITOR Anadolu University, TURKEY

Veysel Aksoy, Ph.D.

ASSOCIATE EDITOR Anadolu University, TURKEY

Aaron R. Deris, Ph.D.

Minnesota State University, USA

Ahmet Konrot, Ph.D.

Uskudar University, TURKEY

Angel Jannasch-Pennel, Ph.D.

Arizona State University, USA

Ann Kaiser, Ph.D.

Vanderbilt University, USA

Annemieke Golly, Ph.D.

University of Oregon, USA

Armin Sohns, Ph.D.

Fachhochschule Nord., Uni. of App. Sci., DEU.

Atilla Cavkaytar, Ph.D.

Anadolu University, TURKEY

Avsar Ardıc, Ph.D.

Ege University, TURKEY

Aydin Bal, Ph.D

University of Wisconsin-Madison, USA

Aysegul Ataman, Ph.D. (Prof. Em.)

Gazi University, TURKEY

Azar Hadadian, Ph.D.

Ball State University, USA

Birkan Guldenoglu, Ph.D.

Ankara University, TURKEY

Brenda Smtih Myles, PhD

Ch. of Prog. and Dev., Au. Soc. of Ame., USA

Bulbin Sucuoglu, Ph.D.

Ankara University, TURKEY

Carl J. Dunst, Ph.D.

The Orelena Hawks Puckett Institute, USA

Cevriye Ergul, Ph.D.

Ankara University

Ceyda Turhan, Ph.D.

Uludağ University

Climent Gine, Ph.D.

Ramon Llull University, SPAIN

D. Alan Dyson, Ph.D.

University of Manchester, UK

Dilek Erbas, Ph.D.

Erciyes University, TURKEY

E. Sema Batu, Ph.D.

Anadolu University, TURKEY

Emre Unlu, Ph.D.

Bulent Ecevit University, TURKEY

Ergul Demir, Ph.D.

Ankara University, TURKEY

Funda Acarlar, Ph.D.

Ankara University

Funda Aksoy, Ph.D.

Anadolu University, TURKEY

Gerald Mahoney, Ph.D.

Case Western University, USA

Gilbert Stiefel, Ph.D.

Eastern Michigan University, USA

Gonul Akcamete, Ph.D. (Prof. Em.)

Ankara University, TURKEY

Hasan Gurgur, Ph.D.

Anadolu University, TURKEY

Hasan Zaghlawan, Ph.D.

University of Northern Coloradoy, USA

Hatice Bakkaloglu, Ph.D.

Ankara University

Heather Moore, Ph.D.

University of Oregon, USA

Ilknur Cifci-Tekinarslan, Ph.D.

Abant Izzet Baysal University, TURKEY

Ilknur Mavis, Ph.D.

Anadolu University, TURKEY

Jane Squires, Ph.D.

University of Oregon, USA

Jean A. Rondal, Ph.D.

Université de Liège, BELGIQUE

Jim Halle, Ph.D.

University of Illinoisat Urbana-Champaign, USA

Joao Lopes, Ph.D.

University of Minho, PORTUGAL

Kourtland Koch, Ph.D.

Ball State University, USA

Manfred Pretis, Ph.D.

Social Innovative Network, (S.I.I.N.), AUSTRIA

Mark Innocenti, Ph.D.

Utah State University, USA

Mary Louise Hemetter, Ph.D.

Vanderbilt University, USA

Mehmet Yanardag, Ph.D.

Anadolu University

Michael J. Guralnick, Ph.D.

University of Washington, USA

Michaelene M. Ostrosky, Ph.D.

Uni. of Illinois at Urbana-Champaign, USA

Murat Dogan, Ph.D.

Anadolu University

Necate Baykoc-Donmez, Ph.D.

(Prof. Em.), Hacettepe University, TURKEY

Necdet Karasu, Ph.D.

Gazi University, TURKEY

Onur Ozdemir, Ph.D.

Marmara University, TURKEY

Ozlem Diken, Ph.D.

Anadolu University, TURKEY

Ozlem Kaya, Ph.D.

Anadolu University, TURKEY

Ozlem Toper Korkmaz, Ph.D.

Uludağ University

Patricia Snyder, Ph.D.

University of Florida, USA

Paul Yoder, Ph.D.

Vanderbilt University, USA

Philippa Campbell, Ph.D.

Thomas Jefferson University, USA

Pilar Guties, Ph.D.

Universidad Complutense, SPAIN

Sam DiGangi, Ph.D.

Arizona State University, USA

Samuel L. Odom, Ph.D.

University of North Carolina, USA

Sarah Rule, Ph.D.

Utah State University, USA

Selda Ozdemir, Ph.D.

Gazi University, TURKEY

Sema Kaner, Ph.D., (Prof. Em.)

Ankara University, TURKEY

Seray Olcay Gul, Ph.D.

Hacettepe University, TURKEY

Serife Yucesoy Ozkan, Ph.D.

Anadolu University

Seyhun Topbas, Ph.D.

Anadolu University, TURKEY

Sezgin Vuran, Ph.D.

Anadolu University, TURKEY

Stanley H. Zucker, Ph.D.

Arizona State University, USA

Stefanja Alisauskiene, Ph.D.

University of Siauliai, LITHUANIA

Steve Warren, Ph.D.

University of Kansas, USA

Sue Buckley, Ph.D.

University of Portsmouth, UK

Tevhide Kargin, Ph.D.

Ankara University

Ugur Sak, Ph.D.

Anadolu University, TURKEY

Veysel Aksoy, Ph.D.

Anadolu University

International Journal of Early Childhood Special Education (INT-JECSE) (ISSN 1308-5581) is published twice (June and December) a year at the www.int-jecse.net.

For all issues regarding the INT-JECSE, please contact Prof. Dr. Ibrahim H. Diken, Editor-In-Chief, INT-JECSE,
Anadolu University, Faculty of Education, Department of Special Education,
Yunus Emre Campus, 26470, Eskisehir, TURKEY,
Phone :+90-222-3350580/3545 - Fax :+90-222-3350579,
E-mail: ihdiken@anadolu.edu.tr - intjecse@gmail.com
Technical Support Contact: atacungil@gmail.com

ISSN: 1308-5581