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: 1

From the editors,

Volume 10, Number 1, August 2018

Dear INT-JECSE readers and contributors,
We are excited to be with you with the first 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 first 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 article was written by Aksoy, entitled “Severity Levels of Autism, Social Interaction Behaviors and School Adjustment of Pre-School Children with Autism Spectrum Disorder”, on the relationship between the severity levels of autism in preschool children and their social interaction behaviors and their school adjustment. For this purpose, data gathered from a total of 40 students. Findings reveal that severity levels of disability and social interaction behaviors that are characteristic to ASD predict the school adjustment of preschool children with ASD by 54% in the category of Classroom Participation and by 44% negatively and significantly in the category of Positive Orientation. 

Rakap, Balikci, Kalkan and Aydin in the second article investigated preschool teachers’ use of strategies to support young children’s social-emotional competence. A total of 103 teachers and classrooms participated in the study. Some of findings from the article are as following. Descriptive findings of the study indicated that preschool teachers implemented a few practices to promote social-emotional competence in young children in the absence of training and professional development support. Preschool teachers’ overall use of strategies to enhance the social-emotional competence of young children did not differ significantly across classroom types and levels and based on whether teachers received training on promoting social-emotional development and addressing challenging behaviors. For more findings and discussions please read the full-text. 

In the third article, Lohmann, Hatchote and Boothe reviewed the literature and provided recommendations for practice by addressing the barriers to family-school collaboration. They pay attention to that a child’s education, both academic and social, is significantly improved through effective collaborations between families and schools. Despite the benefits of family-school collaboration, the literature has identified a variety of beliefs and behaviors that act as barriers preventing families from being actively involved in the special education process.  The barriers can be divided into four major categories: (a) parental knowledge and attitudes, (b) disparity between families and schools, (c) current family situations, and (d) logistical issues.  This article provides a brief overview of the barriers, as well as solutions for reducing these challenges.

The fourth article written by Yucesoy-Ozkan, Gulboy and Kaya aimed to determine whether video prompting differs when provided on smartphone compared with tablet in terms of effectiveness and efficiency in teaching leisure skills to children with intellectual disabilities, which types of errors exhibited by participants and the opinions of the mothers on the social validity of the study. Four children with intellectual disabilities, aged 66-81 months participated in the study. An adapted alternating treatments design show that video prompting was effective on both video prompting provided via smartphone and tablet on teaching leisure skills, however video prompting presented through the smartphone was more effective than video prompting presented through tablet. Implications for future research are discussed. 
With the title of “The Relationship of the Type of Preschools with Child Development and Parent Involvement”, Gol-Guven investigated the relationship among the types of preschools, parents’ views of quality, and children’s development. The data were collected from parents and teachers of twenty-eight ECEC settings. 295 parents filled out “From a parent's point of view: Measuring the quality of child care” and 336 teachers filled out “Early Development Indicators”. In findings, types of schools seemed to continue affecting socio-emotional development even though family income was controlled. On the contrary to the other studies, not the family factors but the types of schools and numbers of children in classroom have affected children’s development.

Yours Sincerely

Ibrahim H. Diken, Ph.D.

Year: 2018 Volume: 10 Number: 1

International Journal of Early Childhood Special Education (INT-JECSE)
Volume 10, Issue 1, August 2018


Volume 10, Issue 1, August 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

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