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Strengths and difficulties in children with specific learning disabilities
- Authors:
- AYAR Ganime, et al
- Journal article citation:
- Child: Care, Health and Development, 48(1), 2022, pp.55-67.
- Publisher:
- Wiley
Background: The study aims to investigate the social, emotional, and behavioral challenges in children with a specific learning disability (SLD) and to identify the factors that accompany these problems by screening with the Strengths and Difficulties Questionnaire (SDQ). Methods: The descriptive study was conducted on 278 children with SLD. Strengths and difficulties in children were evaluated by the SDQ applied to their mothers. The percentage of cases above the cut-off limits of the SDQ was calculated. Chi-square test and multiple logistic regression analysis were used for analysis. Results: The mean (SD) total SDQ score was 15.8 (6.5). The percentage of scores of abnormal total difficulties in SLD was 47.8%. Multivariate analysis revealed that cases exposed to antenatal smoking had higher odds ratio of abnormal emotional symptoms and abnormal total difficulties; cases with poor familial income and the presence of a history of antenatal smoking exposure showed considerably higher odds ratio of conduct problems; cases with younger age at the diagnosis of SLD, dyscalculia, extreme duration of preschool screen time (≥4 h), and history of hospitalization had significantly higher odds ratio for hyperactivity–inattention problems; and cases having shorter breastfeeding duration had higher odds ratio of peer problems compared to counterparts. Conclusion: Children with SLD have a high score on the SDQ. Practitioners could especially give guidance and support to families with financial problems and those having a child with an early age at diagnosis, exposure to antenatal smoking, short breastfeeding period, early age of the first screen use, and long screen exposure duration during the preschool period. (Edited publisher abstract)
Effects of vocational rehabilitation group intervention on motivation and occupational self-awareness in individuals with intellectual disabilities: a single blind, randomised control study
- Authors:
- TEMIZKAN Ege, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 35(1), 2022, pp.196-204.
- Publisher:
- Wiley
Background: The aim of this study was to investigate the effects of a vocational rehabilitation group intervention on motivation and occupational self-competence in individuals with intellectual disability. Methods: A single-blind, randomised controlled study design was used. The intervention group (IG) received the group-based intervention alongside the individualised vocational rehabilitation (IVR) and the control group (CG) continued receiving only the IVR for 8 weeks. In order to assess motivation and occupational self-competence, Objective Achievement Motivation Test (OLMT) and Occupational Self-Assessment (OSA) were used. Results: Forty-nine individuals were enrolled to the study and randomised into IG (n = 24) and CG (n = 25). Two groups were similar at baseline in terms of demographic qualities, OLMT and OSA scores (p > 0.05). After the intervention, the IG showed significant improvements in all assessments (p < 0.05), however the CG showed improvements only in OLMT sub-tests (p < 0.05). Conclusions: The group-based intervention program was effective in increasing occupational self-competence and motivation. (Edited publisher abstract)
Early intervention services in Turkey: perspectives of south-eastern families
- Authors:
- BAYHAN Pinar, SIPAL R. Firat
- Journal article citation:
- International Social Work, 54(6), November 2011, pp.781-799.
- Publisher:
- Sage
Early intervention programmes can provide dramatic shifts in the competencies of children with special needs. In 2005, Turkey passed the Public Law for Individuals with Disabilities. In this law, the importance of early intervention is highlighted, which should be facilitated by a professional team to inform the families about the options and services available to them. These early intervention teams, comprising members of different professional domains, were set up in hospitals in order to serve families with respect to the new legislation. The purpose of this study was to explore families’ perceptions of the service delivery of early intervention support provided under this new legislation. In south-east Turkey, a total of 150 parents of children with cognitive disabilities were interviewed about their perception of service, including the information, guidance, and psychological support they were receiving. The findings demonstrate that the provision of services in the region varied greatly from one professional team task to the next. The team members often had difficulties in sharing responsibilities, as well as completing mandated tasks. Implications for the improvement of service delivery are discussed.