International Journal of Early Childhood Special Education 2019-06-03T09:08:01+00:00 Ibrahim Halil Diken Open Journal Systems <p>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.</p> Increasing the Social Interaction of Two Children with Autism Spectrum Disorder and Their Peers 2019-06-03T08:33:48+00:00 Zuhar Rende Berman <p>This study 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. Five peers were trained on how to interact with the target participants of the study. 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. It is suggested that in order to address this important issue, an intervention program combining the Group Affection Activities with peer-training should be systematically integrated into early childhood curriculum and implemented for all to benefit.</p> 2018-12-03T00:00:00+00:00 ##submission.copyrightStatement## Teachers' Interactions with a Young Child with: Comparing iPad and non-iPad Use 2019-06-03T08:42:31+00:00 Sohyun Meacham Saeed Almalki <p>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. In addition, interviews with teachers were conducted to collect more information about their own perspectives regarding iPad use with the student with ASD. 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.</p> 2018-12-03T00:00:00+00:00 ##submission.copyrightStatement## Investigation of Peer Relationships of Children with and without Special Needs in the Preschool Period 2019-06-03T08:49:55+00:00 Osman Ozokcu <p>This study aimed to compare 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. Furthermore, it was determined that gender and age variables do not create a statistically significant difference in the peer relationships 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.</p> 2018-12-03T00:00:00+00:00 ##submission.copyrightStatement## The Effectiveness of Parent Training A Mothers of Children With Autism Use of Mand Model Techniques 2019-06-03T08:59:53+00:00 Burcu Aktas Ilknur Ciftci-Tekinarslan <p>The present study examined the 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.</p> 2018-12-03T00:00:00+00:00 ##submission.copyrightStatement## Empowering Mothers of Children with Special Needs in Early Childhood Inclusion 2019-06-03T09:08:01+00:00 Hatice Bayrakli Bulbin Sucuoglu <p>Parents of young children with special needs in inclusion are among key stakeholders influencing the effectiveness of inclusion. There is significant evidence to suggest, however, that difficulties they encounter throughout inclusion hinder parents to perform their role as partners. This suggests that their role in their child’s education would be highly limited unless their needs resulting from the challenges they face are not met. Meeting their needs would empower them in fulfilling their roles and increase the success of inclusion. This study examines 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.</p> 2018-12-03T00:00:00+00:00 ##submission.copyrightStatement##