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: 2018 Volume: 10 Number: 2

From the editors,

Volume 10, Number 2, December 2018

Dear INT-JECSE readers and contributors,

We are excited to be with you with the second issue of the tenth volume 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 second issue of the tenth year, you will find five articles on various topics of young children with special needs and their families or professionals.
           

The first manuscript was written by
Rende-Berman, entitled “Increasing the Social Interaction of Two Children with Autism Spectrum Disorder and Their Peers”, examined the effect of the Group Affection Activities (GAA) on social interaction of two preschool-aged children with Autism Spectrum Disorder (ASD) and their same aged peers. In addition to the music group activities, the main component of the GAA game learning activities and peer-training were integrated into the intervention. This including initiation of and responding to initiations through means of both verbal and nonverbal communication acts during free play. This study utilized a case study design with an ABAB model revealed that improved rates of social interactions were associated with the presence of the intervention. The findings agree with those reported by previously conducted studies, however the maintenance and generalization of improved interaction skills remain to be of a great concern. This intervention combining the Group Affection Activities with peer-training should be systematically integrated into early childhood curriculum and implemented for all to benefit.
           

Meacham and Almalki in the second manuscript
studied Teachers’ interactions with a young child. The purpose of this study was investigating teachers’ interaction with a young child with ASD when they were using iPad to support language and communication skills development. A case study method was applied. Business-as-usual classroom interaction was analyzed. Utterances were divided into two conditions (iPad-use and non-iPad use) to compare effectiveness on supporting the child’s engagement in teacher-child interaction. Results of the study indicate that child-teacher joint attention and teachers’ verbal assistance happened more frequently when iPad was not used. In addition, surprisingly, teachers put a minor emphasis on iPad use for targeted instruction for language and communication skills development, different from their initial claim. These findings suggest that more professional development for teachers’ iPad use in language and communication skills development should be provided.
             

In the third manuscript, Ozokcu investigated peer relationships of children with and without special needs in the preschool period. The aim of the study was
comparing the peer relationships of preschool children with special needs with their peers without special needs, to determine whether the special needs variable predicts the peer relationships of children or not, and examine the peer relationships of children with special needs in terms of gender and age variables. 56 preschool teachers and a total of 112 children, 56 with special needs and 56 without special needs, were enrolled in the study. The data were collected by using the Information Form and the Child Behavior Scale (CBS). The results of the study indicated that there were statistically significant differences between the children with and without special needs in prosocial behaviors, asocial behaviors, anxious-fearful behaviors, and hyperactivity behaviors subscale scores. However, there was no significant difference between aggression and exclusion behavior subscale scores. It is observed that being with special needs significantly predicts prosocial behaviors in favor of children without special needs, and asocial, anxious-fearful and hyperactivity behaviors in favor of children with special needs. The findings of the study support the requirement to develop effective intervention programs which will increase the peer relationships and peer acceptance of children with special needs in preschool inclusive classes.
             

The fourth manuscript written by Aktas and Ciftci-Tekinarslan ai
med to determine effectiveness of the parent training program that was designed for the mothers of children with Autism Spectrum Disorders in enabling them to use the mand-model procedure. The study was conducted with the participation of 3 boys with Autism Spectrum Disorders and their mothers. As part of the study, the mothers were taught the mand-model procedure, which is one of the milieu teaching techniques. As a research method, the present study employed the subject research models of between-subject and multiple probe design models. The findings of this study suggested that the parent training program designed with a view to teaching the mand-model procedure was effective and consequently the mand-model procedure used by the mothers was also effective in teaching new words to the children with Autism Spectrum Disorders and enabling them to maintain such words over time.
             

With the title of “
Empowering Mothers of Children with Special Needs in Early Childhood Inclusion”, Bayrakli and Sucuoglu examine the development and evaluation of a needs based training program designed for the mothers of children with special needs enrolled in inclusive preschools in North Cyprus. Aiming to support them in overcoming the difficulties they experience throughout inclusion by empowering them as partners, present study employs a mixed methods approach with a dominant qualitative strand. Findings of the study suggest the program have positive contributions to participating mothers and their children.
   

Yours Sincerely,
 




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





Year: 2018 Volume: 10 Number: 2

International Journal of Early Childhood Special Education (INT-JECSE)
Volume 10, Issue 2, December 2018

EDITORIAL BOARD

Volume 10, Issue 2, December 2018

Ibrahim H. Diken, Ph.D

EDITOR-IN-CHIEF 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.

Marmara 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

Gokhan Toret, Ph.D.

Gazi University, Turkey

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

Salih Rakap, Ph.D.

Ondokuz Mayis University, TURKEY

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

Serhat Odluyurt, Ph.D

Anadolu University, TURKEY

Serife Yucesoy Ozkan, Ph.D.

Anadolu University

Seyhun Topbas, Ph.D.

Medipol 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

Macid A. Melekoglu

Osmangazi University, TURKEY

Erkan Kurnaz, Ph.D.

Anadolu University, TURKEY.

Mohammad A. Sakarneh, Ph.D.

Al-Balqa' Applied University, Jordan

Pau Garcia-Grau, Ph.D.

University of Alabama, USA

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

ISSN: 1308-5581