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Öğe A Brief Review on the Effectiveness of Computer-Assisted Instruction on the Academic Skills of the Students with Autism Spectrum Disorder(Bc Grup Inc, 2017) Tuna, Ayse; Ahmetoglu, EmineComputer-Assisted Instruction (CAI) has an increasing popularity due to its effectiveness on the education of the students with disabilities involving the students with autism spectrum disorder, one of the developmental disabilities which is seen among 60 individuals out of 10,000. CAI is used in the education of autistic individuals in various fields since it provides repetition, predictability and motivating learning opportunity which meets the needs of the students with autism. Specifically, CAI is effectively used in the teaching of academic skills, such as vocabulary, grammar, reading, writing and mathematics, to autistic individuals, and can be used in many different since it is widespread and easily reachable. Hence, the use of CAI in the teaching of academic skills has been widely investigated in recent years. In this paper we review the existing studies and evaluate the results obtained in these studies. Based on the results, it is clear that CAI is more effective than traditional teaching methods in the acquisition of academic skills in autistic individuals.Öğe CHILDREN'S EMOTION REGULATION AND ATTACHMENT TO PARENTS: PARENTAL EMOTION SOCIALIZATION AS A MODERATOR(Soc Personality Res Inc, 2018) Ahmetoglu, Emine; Ildiz, Gokcen Ilhan; Acar, Ibrahim H.; Encinger, AmyWe examined the associations among parental emotion socialization, and children's emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between children's emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their children's emotions and on their children's emotion regulation, and we assessed children's attachment to parents via the Doll Story Completion Task. Results revealed that parents' minimization reaction to children's emotions moderated the association between children's emotion regulation and attachment to parents. When parents' response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation did. In addition, girls had a more secure attachment to parents than boys did. Our results highlight the importance of children's emotion regulation and parental emotion socialization for children's secure early attachment to parents.Öğe The contributions of children's social competence, aggression, and anxiety to their play behaviours with peers(Routledge Journals, Taylor & Francis Ltd, 2021) Asik-Ozturk, Manolya; Ahmetoglu, Emine; Acar, Ibrahim H.The purpose of this study was to investigate the contributions of children's social competence, aggression, and anxiety to their play behaviours with peers. A total of 149 preschoolers aged 36-73 months (M = 54.6 months, SD = 0.99; 50.3% girls) and their 46 teachers in Turkey recruited for the current study. Teachers reported on children's social competence, aggression, and anxiety. Children's peer relations during play were observed. Results from the regression models showed that children's social competence positively and anxiety negatively were associated with children's peer interactions during play. Children's gender was negatively associated with their play behaviours, indicating girls had higher levels of positive interactions with peers than boys did. Limitations and future directions of the current study are discussed.Öğe The contributions of familial and environmental factors to children's connection with nature and outdoor activities(Routledge Journals, Taylor & Francis Ltd, 2019) Ahmetoglu, EmineThe purpose of the current study was to examine the associations between child characteristics (i.e. gender, age, enjoying outdoor) and familial characteristics (i.e. parent education and income), and Turkish children's biophilia (innate tendency to connect with nature). In addition, the current study also attempted to examine the association between the biophilia and the parent-reported importance of nature and outdoor. A total of 238 children (129 girls) aged 49 months to 80 months (M= 67.50, SD = 6.83) and parents were recruited for the current study in Turkey. Path analyses showed that parents' importance of children's outdoor and nature connection was significant predictor of children's biophilia. In addition, child biophilia and parent education significantly predicted importance of being in nature. Children's biophilia and importance of nature and outdoor activities differed depending on parent education level, favouring higher education levels. Implications of the study are discussed.Öğe The Correlates of Turkish Preschool Preservice Teachers' Social Competence, Empathy and Communication Skills(Acad Publisher House Researcher, 2016) Ahmetoglu, Emine; Acar, Ibrahim H.The purpose of the current study was to examine the associations between Turkish preschool pre-service teacher's personal and educational characteristics, and their social competence, empathy, and communication skills. A total of 385 state university Turkish pre-service teachers (age range 18 to 32 years) from the early childhood education field completed a Demographic Information Form on personal and educational characteristics, the Social Skills Inventory (SSI) Scale measuring their social competence, The Scales of Empathic Tendency for measuring empathy skills, and a Communication Skills Evaluation Scale measuring communication skills. Bivariate Pearson-correlations, independent t tests, and one-way ANOVAs were used to test study hypotheses. Results indicated that women scored higher on empathy and communication skills, and having more friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills than their peers. Additional associations among variables, limitations, and future directions are discussed.Öğe Cultural contributors to negative emotionality: A multilevel analysis from the Joint Effort Toddler Temperament Consortium(Sage Publications Ltd, 2021) Desmarais, Eric E.; French, Brian F.; Ahmetoglu, Emine; Acar, Ibrahim; Gonzalez-Salinas, Carmen; Kozlova, Elena; Slobodskaya, HelenaThis study advances the cross-cultural temperament literature by comparing temperament ratings of toddlers from 14 nations. Multilevel modeling (MLM) procedures were utilized to regress negative emotionality (NE) and component subscales on Hofstede's cultural value dimensions while controlling for age and gender. More individualistic values were associated with lower NE, and component discomfort, fear, motor activity, perceptual sensitivity, and soothability scales. The discomfort subscale was negatively associated with power distance and positively associated with masculine cultural values. Higher ratings of shyness were related to a more long-term cultural orientation. Results illustrate the feasibility of an MLM approach to cross-cultural research and provide a new perspective on the intersection of culture and temperament development. Limitations and future implications are discussed.Öğe Direct and indirect contributions of child difficult temperament and power assertive parental discipline to Turkish children's behaviour problems(Routledge Journals, Taylor & Francis Ltd, 2021) Acar, Ibrahim H.; Ahmetoglu, Emine; Ozer, Irem Buselay; Yagli, Sevval NurThe purpose of the current study was to examine power assertive parental discipline and child difficult temperament as predictors of children's behaviour problems (internalizing, externalizing, and total behaviour problems) as well as mediating role of difficult temperament between power assertive parental discipline and children's behaviour problems. Participants were 118 children (53 boys) and their parents for the current study. Children's age ranged from 16 months to 36 months (M = 27.91, SD = 5.67). Mothers reported on their power assertive parental discipline, child temperament, and behaviour problems of children. Results from regression analysis showed that: (1) there was a positive association between parents' power assertive discipline and child behaviour problems. (2) Child difficult temperament was positively associated with children's internalizing, externalizing and total behaviour problems. (3) Children's difficult temperament mediated the association between power assertive discipline and child behaviour problems. Limitations and future directions of the current study are discussed.Öğe The Making Friends Program: Impact on Social Acceptance in Inclusive Preschool Settings(Springer Heidelberg, 2024) Sirin, Tringa Shpendi; Ahmetoglu, EmineThis research aimed to determine whether the Making Friends (MF) program is effective on social acceptance levels of typically developing children in preschool toward their peers with special needs. The research had an experimental design with a control group, pretest, posttest, and follow-up test. The study included 130 typically developing children in inclusive classrooms in educational institutions in Edirne, Turkey; 64 of whom were in the experimental group and 66 of whom were in the control group. In the current study, the MF program was applied to the children in the experimental group as 3 days a week for 6 weeks. General Information Form and Acceptance Scale for Kindergarten were used as data collection tools. The data were analyzed using the Covariance Analysis in the context of Generalized Linear Models (ANCOVA). The MF program was found to be effective on increasing social acceptance levels of typically developing children in inclusive preschool settings.Öğe Mirtazapine Treatment for Comorbid Anxiety/Depressive Disorders in Young Subjects with Attention-Deficit Hyperactivity Disorder: Case Series(Kure Iletisim Grubu A S, 2010) Coskun, Murat; Ahmetoglu, Emine; Ozturk, MucahitObjective: To investigate the efficacy and tolerability of mirtazapine combination with methylphenidate in young subjects with diagnosis of attention deficit hyperactivity disorder (ADHD) and comorbid anxiety or depressive disorders. Method: Subjects with DSM-IV diagnosis of ADHD and comorbid anxiety or depressive disorders were added mirtazapine 7.5 or 15 mg/day initially to treat anxiety or depressive disorders as well as to counteract or avoid methylphenidate or SSRIs related side effects. Improvement in target symptoms were assessed using relevant scales and the Clinical Global Impression-improvement (CGI-1) scale. Results: Subjects were four boys and three girls (11.85 +/- 2.91 years). Duration of methylphenidate and mirtazapine treatment was 14.28 +/- 9.41 and 3.71 0.95 months respectively. Final dose of mirtaza pine was 16 +/- 2.64 mg/day. All subjects showed moderate to very much improvement in sleep and three subjects showed much improvement in appetite problems on CGI-I scale. Six subjects showed mild to very much improvement in anxiety disorders /symptoms and one subject showed much improvement in depression on CGI-I scale. Mirtazapine was generally tolerated well. Most frequently reported side effects were increased appetite (n=5), weight gain (n=4; 1000-4000 gm; 1357.14 +/- 1546.88 gm); day time sedation (n=4) and irritability (n=2). Conclusions: Young subjects with diagnosis of ADHD and comorbid anxiety or depressive disorders may benefit from mirtazapine addition particularly in the presence of methylphenidate or SSRIs related sleep and/or appetite problems.Öğe MOTHERS' AND TEACHERS' PERCEPTIONS UPON THE PRESCHOOL CHILDREN'S BEHAVIOURS(Natl Izdatelstvo Az Buki, 2013) Ahmetoglu, Emine; Bilek, Munevver Hansa; Ergin, Demirali YasarThe aim of the study is to compare pre-school children's behaviors according to perceptions of mothers and teachers. Also, the study examines their behaviors in terms of the socio-economical level of the family. The participants of the study were 136 mothers and 9 teachers who volunteered to be involved in the study. The research was carried out in 2009-2010 academic year, in 4 primary schools in Edirne. Being members of Ministry of National Education, these schools were located in different areas where families from different socio-economical levels lived. To gather data, for basic participant profile Personal Information Form developed by the researchers was used. For main data seeking to find answers for preschool children's behaviors at home and school Behavior Scale for Pre-School Children was used (Merrell, 2002). The Turkish version of the scale which was translated into Turkish in 2007 by Okyay and Fazlioglu was used. The validity and reliability issues of the Turkish version were also checked by the researchers. The data was quantitatively analyzed through SPSS 17.0 (Statistical Package Software). t-test, variance analysis, and LSD test were performed for the analysis. The significance level was determined to be as p<0.05. A meaningful difference was found between preschool children's behaviors according to mothers' and teachers' perceptions in terms of the scale's social cooperation, problem expression and learning problem sub-dimensions. Also, there is a meaningful difference between pre-school children's behaviors according to perceptions of teachers in terms of the socio-economical level of the family. However, meaningful difference was not found in terms of social expression.Öğe Parental involvement and children's peer interactions(Springer, 2022) Ahmetoglu, Emine; Acar, Ibrahim H.; Ozturk, Manolya AsikChildren require parental support to successfully develop social and academic skills during early years. We examined the link between parental involvement and preschool children's peer interactions. We recruited 442 children (52.8% girls), their parents and teachers for the current study. The children's age ranged between 40 and 86 months (M = 60.28,SD = 9.72). Parents and teachers reported on children's positive and negative peer interactions using the Penn Interactive Peer Play Scale. Parents reported on their involvement using the Family Involvement Questionnaire. Results from the structural equation models revealed that parental involvement was positively related to positive peer interactions but not with negative peer interactions. Future work and limitations are discussed.Öğe To Compete or Not Compete: Contributions of Children's Regulation and Gender to Their Competitive Behaviors(Springer, 2022) Bayindir, Dilan; Acar, Ibrahim Hakki; Yavuz, Ezgi Aksin; Ahmetoglu, EminePreschool children naturally display competitive behavioral patterns. The purpose of the current study was to investigate the association between preschool children's regulation (regulatory and control components) and competitive behaviors (task-oriented and other-referenced). A total of 260 preschool children (47.7% girls) ranging in age from 49 to 72 months (M = 63.83, SD = 6.17) were recruited for the current study. The participating teachers reported on children's regulation and competitive behaviors. Hierarchical multiple regression analyses that accounted for the nesting structure of the data revealed that children's regulation and control skills were significantly related to their task-oriented competition. Child gender moderated the association between regulation and task-oriented competition such that being highly regulated contributed to children's task-oriented competition, specifically for boys. Control skills were negatively associated with children's other-referenced competition. Implications of the study and future directions are discussed.Öğe Understanding the reactions of mothers and fathers to Turkish toddlers' temperamental characteristics(Springer, 2020) Acar, Ibrahim H.; Ahmetoglu, EmineThe current study examined the associations between parents' response to temperament (mothers and fathers' encouraging or discouraging negative affectivity and surgency, and rewarding effortful control or punishing low effortful control) and toddlers' temperament display (negative affectivity, surgency, and effortful control). A total of 118 Turkish toddlers (65 girls) and their parents were recruited for the current study. Mothers' age ranged 19 to 46 (M = 31.33, SD = 5.10) and fathers' age ranged from 26 to 49 (M = 34.34, SD = 4.71) years. Toddlers' age ranged from 16 months to 36 months (M = 27.91, SD = 5.67). Both parents reported on their responses to toddlers' temperament and mothers reported on toddlers' temperamental characteristics. Canonical correlations were used to test multivariate associations between parents' response to temperament and toddlers' temperament display. Results showed that 1- mothers' encouraging negative affectivity and rewarding effortful control were positively related to toddlers' display of effortful control and surgency. 2- mothers' encouraging negative affectivity, punishing low effortful control, and discouraging effortful control were positively associated with toddlers' negative affectivity and effortful control, and negatively associated with surgency. 3- fathers' encouraging negative affectivity and rewarding effortful control were positively associated with toddlers' negative affectivity, effortful control, and surgency. In addition, there was a significant difference between mothers and fathers on punishment of low effortful control and discouraging surgency, favoring fathers. Limitations and future directions are discussed.
