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: 1

From the editors,

Dear INT-JECSE readers and contributors,
We are excited to be with you with the seventh volume of first issue of the INT-JECSE. 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 first issue of the seventh year, you will find below eight articles on various topics of young children with special needs and their families or professionals.

The first article written by Esmahan Özer and Selda Özdemir entitled as Face Processing and Eye Tracking Skills in Children with Autism Spectrum Disorders ” review of the studies indicates that face processing problems of individuals with ASD negatively affect these individuals’ social skills, non-verbal interactions and cognitive skills. These studies will lead to a better understanding of ASD and provide guidance for the development of effective interventions. The results of the study showed that the limitations that children with ASD has on their face processing skills affects their social skills, non-verbal skills and cognitive skills negatively. And this results will help to understand the development and nature of ASD and develop effective interventions.

Sylwia Kazmierczak-Murray and Paul Downes are the authors of the second article entitled as “Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role of Classroom Contextual Dimensions”. The study examined the efficacy of classroom sound field amplification system for the language development of children, aged 4-7, in early primary years in schools designated as disadvantaged in Dublin, Ireland. Findings of the study showed that the intervention brings statistically significant gains in the area of language comprehension and classroom participation, particularly in classes in which the support was introduced at the start of schooling.

With the title of “Relating Neurodevelopment to Early Intervention Special Education: Implications for Developing Best Practices”, in the third article, the authors, Kourtland R. Koch and Brittney M. Moore determined how best practices within the fields of neuropsychology and early intervention special education does provide information regarding how children learn and provides guidance that should lead to best educational practices.

Susan de la Riva and Thomas G. Ryan in the fourth entitled as “Effect of Self-Regulating Behaviour on Young Children’s Academic Success” argued that children who are good self-regulators will realize greater academic success than those who cannot self-regulate in the later elementary grades. The authors concluded that the ability to self-regulate in open play environment allows students to work collaboratively with others and problem solve without the intervention.

The fifth article written by Özlem Gözün Kahraman and Asya Çetin and entitled as “Determining The Views and Needs Of Mothers Having A Baby With A Developmental Disability Over The Process They Experience After Diagnosis”, The purpose of the article was to determine the views of mothers of the babies with a developmental disability over the process they experience and their needs. 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 researches.

Ayfer Yıldırım is the author of the sixth article entitled as “Investigation of Relationship Between Basic Concept and Mean Length of Utterances in Children with Autism”. The study was conducted to investigate the development of children with autism in terms of basic concepts and mean length of utterances (MLU). The findings of the study was determined that which concepts in the Boehm Basic Concepts Test can be primarily learned as the mean utterance level of the groups increases.

The seventh article written by Ayşe Dolunay Sarıca, Ayşe Gönül Akçamete and Hasan Gürgür entitled as “A Mother-Child Interaction Intervention for Mothers of Toddlers with Visual Impairments”. Findings of the study showed improvements in attainment and generalization of target maternal interactional behaviors which in turn resulted in improved child interactional behaviors.

With the title of “Response to Intervention: Early Identification of Students with Learning Disabilities ”, in the eighth article, the author, Orhan Çakıroğlu purposed to describe Response to Intervention (RtI) on the identification of students with learning disabilities (LD) in the early years of childhood. At the article the author provides a brief overview of RtI, describes the utilization of RtI in the identification of LD and discusses the future research directions in the area of special education within a model of RtI are discussed.

Looking forward to being with you in December 2015 issue...

Avsar Ardic, Ph.D.
Associate Editor, INT-JECSE
Ibrahim H. Diken, Ph.D.
Editor-In-Chief, INT-JECSE


Volume 7, Issue 1, June 2015

Ibrahim H. Diken, Ph.D

EDITOR-IN-CHIEF Anadolu University, TURKEY

Avsar Ardıc, Ph.D.


Atilla Cavkaytar, Ph.D.

Anadolu University, TURKEY

Philippa Campbell, Ph.D.

Thomas Jefferson University, USA

Gonul Akcamete, Ph.D. (Proffesor Emeritus)

Ankara University, TURKEY

Aydin Bal, Ph.D

University of Wisconsin-Madison, USA

Ilknur Cifci-Tekinarslan, Ph.D.

Abant Izzet Baysal University, TURKEY

Carl J. Dunst, Ph.D.

The Orelena Hawks Puckett Institute, USA

Stefanja Alisauskiene, Ph.D.

University of Siauliai, LITHUANIA

E. Sema Batu, Ph.D.

Anadolu University, TURKEY

D. Alan Dyson, Ph.D.

University of Manchester, UK

Necate Baykoc-Donmez, Ph.D. ., (Professor Emeritus)

Hacettepe University, TURKEY

Sam DiGangi, Ph.D.

Arizona State University, USA

Dilek Erbas, Ph.D.

Erciyes University, TURKEY

Aysegul Ataman, Ph.D. (Proffesor Emeritus)

Gazi University, TURKEY

Sue Buckley, Ph.D.

University of Portsmouth, UK

Climent Gine, Ph.D.

Ramon Llull University, SPAIN

Funda Aksoy, Ph.D.

Anadolu University, TURKEY

Ozlem Diken, Ph.D.

Anadolu University, TURKEY

Annemieke Golly, Ph.D.

University of Oregon, USA

Pilar Guties, Ph.D.

Universidad Complutense, SPAIN

Michael J. Guralnick, Ph.D.

University of Washington, USA

Hasan Gurgur, Ph.D.

Anadolu University, TURKEY

Azar Hadadian, Ph.D.

Ball State University, USA

Jim Halle, Ph.D.

University of Illinoisat Urbana-Champaign, USA

Mary Louise Hemetter, Ph.D.

Vanderbilt University, USA

Angel Jannasch-Pennel, Ph.D.

Arizona State University, USA

Mark Innocenti, Ph.D.

Utah State University, USA

Ann Kaiser, Ph.D.

Vanderbilt University, USA

Sema Kaner, Ph.D., (Professor Emeritus)

Ankara University, TURKEY

Necdet Karasu, Ph.D.

Gazi University, TURKEY

Ozlem Kaya, Ph.D.

Anadolu University, TURKEY

Murat Dogan, Ph.D.

Anadolu University, TURKEY

Aaron R. Deris, Ph.D.

Minnesota State University, USA

Onur Ozdemir, Ph.D.

Marmara University, TURKEY

Ahmet Konrot, Ph.D.

Uskudar University, TURKEY

Kourtland Koch, Ph.D.

Ball State University, USA

Joao Lopes, Ph.D.

University of Minho, PORTUGAL

Gerald Mahoney, Ph.D.

Case Western University, USA

Ilknur Mavis, Ph.D.

Anadolu University, TURKEY

Heather Moore, Ph.D.

University of Oregon, USA

Brenda Smtih Myles, PhD

Chief of Programs and Development, Autism Society of America, USA

Samuel L. Odom, Ph.D.

University of North Carolina, USA

Michaelene M. Ostrosky, Ph.D.

University of Illinois at Urbana-Champaign, USA

Selda Ozdemir, Ph.D.

Gazi University, TURKEY

Manfred Pretis, Ph.D.

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

Jean A. Rondal, Ph.D.

Université de Liège, BELGIQUE

Sarah Rule, Ph.D.

Utah State University, USA

Ugur Sak, Ph.D.

Anadolu University, TURKEY

Jane Squires, Ph.D.

University of Oregon, USA

Armin Sohns, Ph.D.

Fachhochschule Nordhausen, University of Applied Sciences, DEUTSCHLAND

Patricia Snyder, Ph.D.

University of Florida, USA

Gilbert Stiefel, Ph.D.

Eastern Michigan University, USA

Bulbin Sucuoglu, Ph.D.

Ankara University, TURKEY

Seyhun Topbas, Ph.D.

Anadolu University, TURKEY

Sezgin Vuran, Ph.D.

Anadolu University, TURKEY

Steve Warren, Ph.D.

University of Kansas, USA

Mehmet Yanardag, Ph.D.

Anadolu University, TURKEY

Paul Yoder, Ph.D.

Vanderbilt University, USA

Stanley H. Zucker, Ph.D.

Arizona State University, USA

Hasan Zaghlawan, Ph.D.

University of Northern Coloradoy, USA

Emre Unlu, Ph.D.

Bulent Ecevit University, TURKEY

Birkan Guldenoglu, Ph.D.

Ankara University, TURKEY

Seray Olcay Gul, Ph.D.

Hacettepe University, TURKEY

Veysel Aksoy, Ph.D.

Anadolu University, TURKEY

Avsar Ardıc, Ph.D.

Ege University, TURKEY

Ergul Demir, Ph.D.

Ankara University, TURKEY

Ozlem Toper Korkmaz

Uludağ University

Cerda Turhan

Uludağ University

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

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: -
Technical Support Contact:

ISSN: 1308-5581