Factors associated with the adjustment of typically developing siblings from single-incidence, multiple-incidence and non-autism spectrum disorders families

This study investigated the broader autism phenotype (BAP) in mothers and siblings and the mothers’ stress and perceived support levels as factors affecting typically developing siblings’ adjustment by introducing the number of children with autism spectrum disorders (n-ASD) as a factor. The sample consisted of 25 families with multiple-incidence autism spectrum disorder (ASD) children (multiplex families), 38 families with single-incidence ASD children (simplex families), and 46 families with non-ASD children. The data were collected via mothers by the Autism-Spectrum Quotient, Family Support Scale, Questionnaire on Resources and Stress, Social Communication Questionnaire, and Strengths and Difficulties Questionnaire. ANOVA, Kruskal-Wallis H-test, and multiple linear regression analysis were used to analyze the data. According to the findings, siblings and mothers’ BAP, maternal stress, and perceived support levels significantly differed depending on the n-ASD, and the n-ASD was a significant predictor of both siblings’ problem behaviors and prosocial behaviors. These findings were discussed, and limitations and suggestions were included

PERSPECTIVES OF VOLUNTEER PRE-SERVICE TEACHERS AND PARENTS ON A SUMMER PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Children with autism spectrum disorders (ASD) are more likely to have regression in acquired skills in summer than typically developing peers, while parents have also more limited options to provide summer alternatives for their children. This study aimed to understand perspectives of parents of children with ASD and pre-service teachers volunteered on a social enhancement summer program delivered through a university for children with ASD. Semi-structured interviews were performed with both participant groups along with focus group discussion with volunteers, while an inductive analysis process was used for data analysis. The analysis of data obtained from both parents and volunteers revealed three main themes along with related subthemes: (a) the need for summer program, (b) suggestions for effective summer program, and (c) benefits of the summer program. The perspectives of two groups of participants generally overlap and they demonstrate similar thoughts. The results show that summer programs can be an effective alternative to maintain the current level of children with ASD in summers.  Article visualizations

The lived experiences of teachers with visual impairments in the inclusion of students with visual impairments: A phenomenological study

This study aims to reveal the lived experiences of teachers with visual impairments (VI) in the inclusion of students with VI. In this phenomenological study, data were collected from 8 teachers with VI through semi-structured interviews and analyzed by content analysis using a qualitative software program named MAXQDA20. The six themes identified from the content analysis were underlying issues in inclusion, personal guidance of teachers on students with VI, critical evaluation of inclusion, from diagnosis to the IEP implementation, the appropriate model of education for students with VI, and teachers' sense of inclusion. The findings revealed that teachers with VI contributed to the inclusion of students with VI. Furthermore, they emphasized system-related issues preventing inclusive practices and made critical evaluations concerning practices in inclusive settings. Based on the findings, inclusive classrooms and resource rooms should be equipped with educational tools (i.e., the braille alphabet, assistive technologies, tactile graphs and maps), teaching staff and their training should be enhanced, and school buildings should be designed as physically accessible and supervised by special education teachers who have expertise in VI or experience in working with students with VI

DIR/Floortime: An early intervention model in autism spectrum disorders

Bu derleme çalışmasında Otizm Spektrum Bozukluğu olan özellikle erken çocukluk döneminde çocuklara müdahalede sunulan DIR/Floortime modelinin kuramsal temelleri, uygulama basamakları, temel yapısı, pratik bilgiler ve yapılmış araştırmalara yer verilmiştir. DIR/Floortime hem uzmanlar hem de aileler tarafından uygulanabilecek, ilişki temelli ve çocuğun bireysel farklılıkları üzerine yapılandırılmış müdahale modelidir. Floortime modelin müdahale yöntemidir ve temel olarak çocukla yarı yapılandırılmış oyunlar yolu ile çocuğun işlevsel, duygusal gelişim kapasitelerini geliştirmek ve tipik gelişim seviyesine yükseltmek amaçlanır. Oyunlar sırasında çocuğun önderliğini takip etmek, art arda iletişim döngülerini açıp kapatmak ve yaklaşık 20-25 dakikalık aralıksız oyun zamanları ile etkili Floortime zamanları oluşturulur. Türkiye’de DIR/Floortime’in Otizm Spektrum Bozukluğu olan çocuklara etkisi üzerine bir çalışma yapılmamıştır. Türkiye dışında yapılan çalışmalar incelenmiş ve DIR/Floortime’in özellikle erken dönemde kullanılması durumunda oldukça etkili bir müdahale yöntemi olduğu gözlenmiştir. Bu modelin sistematik kullanılarak etkisini araştıran çalışmaların yapılması beklenmektedir. Bu derleme çalışmasının yapılacak çalışmaların özellikle kuramsal temellerine ışık tutması amaçlanmıştır.In this review, the theoretical foundations, practice steps, basic structure, practical information for the practitioner, and related studies about DIR/Floortime model which is delivered as an early intervention for children especially in the early childhood period with Autism Spectrum Disorder (ASD) are given. DIR/Floortime is an intervention model that is relationship-based and constructed on individual differences, can be used by both professionals and families. Floortime is the intervention method of a model and basically, it is aimed to develop a child’s functional emotional developmental capacities and increase them to typical development level by semi-structured plays with the child. Effective Floortime sessions are created by following the child, creating a continuous circle of communications, and ongoing approximately 20-25 minutes lasting playtimes. There was no research investigating the effect of DIR/Floortime on children with ASD in our country. Studies that are conducted out of our country have been analyzed and it is seen that DIR/Floortime is an effective intervention method especially if it is used in early childhood. It is expected that this model is used more systematically, and more research is being made to search for its effectiveness. It is aimed that this review will also contribute to the theoretical foundations of research which will be conducted in our country

Gebe olmayan bir kadında kalçanın idiopatik geçici osteoporozu: vaka çalışması

Kalçanın geçici osteoporozu (KGO) öncelikle orta yaşlı erkekleri ve ge- beliğin üçüncü trimestrindeki dönemindeki kadınları etkileyen nadir bir hastalıktır. KGO kalça ağrısı ve radyolojik olarak eklem aralığında daralma veya destrüksiyon olmaksızın ortaya çıkan geçici osteopeni ile ilişkilidir. Kadınlar için tanımlanmış tek risk faktörü gebeliktir. Tipik olarak semp- tomların kendiliğinden rezolüsyonu ile benign bir seyir gösterir. Radyog- rafiler erken dönemde belirti vermeyebilir. Bu nedenle, geçici osteoporoz avasküler nekroz gibi çok sayıda diğer hastalıklarla karışabilir. Erken dö- nemlerde bu iki hastalığın birbirinden ayırt edilmesi uygun tedavi planı- nın seçilebilmesi için önemlidir. Bu yazıda, gebelik de dahil olmak üzere herhangi bir risk faktörü olmayan ve konserevatif tedavi ile yeterli iyileşme gösteren KGO’lu 35 yaşındaki kadın hasta sunulmuştur.Türk Fiz T›p Re­hab Derg 2013;59:157-60.Transient osteoporosis of the hip (TOH) is a rare disease affecting women in the third trimester of pregnancy as well as middle-aged men. TOH is associated with hip pain and temporary osteopenia apparent on radiology without joint space narrowing or destruction of the hip. Pregnancy is the only recognized risk factor for women. It typically runs a benign course with eventual resolution of symptoms. Radiographs may be unrevealing early in its course. Therefore, transient osteoporosis may be confused with many other conditions such as avascular necrosis. In early stages, it is important to distinguish between these two conditions to order to decide on an appropriate treatment plan. In this report, we present a 35-year-old woman who had TOH, without any risk factor including pregnancy, and showed sufficient improvement with conservative treatment. Turk J Phys Med Rehab 2013;59:157-60

Adenomyotic cyst of the uterus associated with pelvic pain: A case report

Adenomyotic cysts of the uterus are extremely rare and this case report is to document an adenomyotic cyst of the uterus associated with pelvic pain. A 27-year old nulliparous patient admitted to the hospital with the complaint of dysmenorrhea, dyspareunia and pain in the right pelvic region for the last 3 months. Transvaginal ultrasonographic examination revealed a 50 × 36 mm intramural cystic lesion on the right region of the corpus uteri. Hysteroscopic examination showed that it did not deteriorate the endometrial cavity. During laparatomy dissection of the uterine wall revealed 5 cm cystic lesion that was excised circumferentially protecting the surrounding myometrial tissue. The definitive pathology report came out as adenomyotic tissue. Imaging techniques are critical in differential diagnosis of adenomyotic cysts and to choose the appropriate intervention. Medical therapy or surgical intervention like excision of the cyst or hysterectomy may be the choices of treatment. J Clin Exp Invest 2014; 5 (1): 100-10

Strabismus in Retinopathy of Prematurity: Risk Factors and the Effect of Macular Ectopia

Objectives:This study aimed to examine factors associated with strabismus in patients with retinopathy of prematurity (ROP) and the relationship between strabismus and macular ectopia.Materials and Methods:Patients with ROP were divided into three groups: Group 1, patients with spontaneous regression (n=45); Group 2, patients who received laser treatment (n=70); and Group 3, patients who underwent surgical treatment (n=91). Rates of anisometropia, amblyopia, nystagmus, macular ectopia, and retinal pathologies were evaluated and their impacts on strabismus development were determined. Disc-to-fovea distance (DFD) was measured from color fundus photographs and the correlation of macular ectopia with severity of strabismus was evaluated.Results:A total of 206 patients were included. Rates of anisometropia, amblyopia, nystagmus, macular ectopia, retinal pathologies causing vision loss, and strabismus were higher in Group 3 (p=0.0001) and correlated with higher stages of ROP (p=0.0001). Macular ectopia (p=0.005), retinal pathologies (p=0.005), and amblyopia (p=0.012) had the strongest impact on strabismus development in ROP patients. DFD and strabismus severity were not significantly correlated (p=0.364). Mean visual acuity (VA) was significantly higher in orthophoric patients compared to those with esotropia and exotropia (p=0.027). Esotropic patients had lower VA compared to patients with exotropia, but this finding was not statistically significant (p=0.729).Conclusion:Presence of macular ectopia, retinal pathologies, and amblyopia were the most strongly correlated risk factors for strabismus development in ROP patients. DFD was not associated with severity of strabismus. Exotropia was mostly related to higher DFD and a possible relationship between esotropia and lower VA was observed

Otizm spektrum bozukluğu olan çocukların kardeşlerinin psiko-sosyal özelliklerinin projektif testlerle değerlendirilmesi

The study aimed to compare the psychosocial characterictics of typically developing siblings of children with ASD with children who do not have any siblings with special needs. This qualitative research study utilized phenomenology approach. The study included 180 children, half of them had a sibling with ASD and the remaining half had typically-developing siblings. Children's Apperception Test (CAT) and Thematic Apperception Test (TAT) were administered individually to all the participants. The data were obtained by recording the responses of the participants to the projective test cards. The content analysis of the data revealed the themes including depression, anxiety-persistent anxiety-castration, somatization, impulsivity, aggression, attention problems, language impairment, and sibling jealousy. The frequency of the answers of both groups related to themes was also compared. The results showed that the siblings of children with ASD were under psychosocial developmental risk, and tended to show more internalizing and externalizing problems. The findings were discussed with those of previous studies.Otizm Spektrum Bozukluğu (OSB) tanısı olan bireylerin tipik gelişim gösteren kardeşlerinin psiko-sosyalözelliklerinin karşılaştırılması amacıyla yapılan bu araştırma, nitel araştırma desenlerinden olgu bilim deseniylekurgulanmıştır. Çalışmaya, OSB olan kardeşe sahip 90 ve tipik gelişen kardeşe sahip 90 çocuk olmak üzere 180çocuk katılmıştır. Çocuk Algı Testi (CAT)/Tematik Algı Testi (TAT) kardeşlere bireysel uygulanarak testprotokolleri oluşturulmuştur. Protokollerin depresyon, kaygı-persekütif endişe-kastrasyon, somatizasyon,dürtüsellik, saldırganlık, agresyon, dikkat sorunları/dil bozulmaları ve kardeş kıskançlığı şeklinde oluşturulantemalar çerçevesinde içerik analizleri yapılmış ve araştırma ile karşılaştırma grubunun temalara göre yanıtsıklıkları nicel olarak karşılaştırılarak değerlendirilmiştir. Araştırmanın sonuçlarına göre OSB’li kardeşi olançocukların psiko-sosyal gelişim açısından risk altında olduğu ve tüm temalarda karşılaştırma grubuna göre hemiçerik hem de nicel olarak daha yoğun protokol içerikleri sunduğu görülmüştür. Bu bulgular alanyazın ışığındayorumlanmış ve araştırmanın sınırlılıkları verilerek sonraki çalışmalar için önerilerde bulunulmuştur

Özel eğitim öğretmenlerinin zihin engelli çocuklara okuma-yazma öğretiminde kullandıkları yöntemlerin belirlenmesi

ÖZEL EĞİTİM ÖĞRETMENLERİNİN ZİHİN ENGELLİ ÇOCUKLARA OKUMA-YAZMA ÖĞRETİMİNDE KULLANDIKLARI YÖNTEMLERİN BELİRLENMESİ Bu araştırmanın genel amacı, İstanbul ilinde resmi ve özel kurumlarda görev yapmakta olan özel eğitim öğretmenlerinin zihin engelli çocuklara okuma yazma öğretiminde kullandıkları yöntemleri belirlemektir. Araştırma betimsel olarak desenlenmiştir. Araştırmada 100 özel eğitim öğretmeninin okuma yazma öğretiminde yer verdikleri ön koşul beceriler, öğretim yöntemleri, materyalleri, değerlendirme teknikleri ile öğretim sırasında karşılaştıkları sorunlara ilişkin görüşleri alınmıştır. Araştırmada elde edilen verilerin betimsel analizi yapılmıştır. Analizler sonucunda benzer yanıtlar ortak maddeler olarak alınmış ve toplam yanıt içindeki sıklığı ve yüzdesi hesaplanmıştır. Araştırma bulgularına göre, özel eğitim öğretmenlerinin okuma yazma öğretiminde tek bir yönteme bağlı kalmadıkları fakat ağırlıklı olarak ses ve cümle çözümleme yöntemlerini kullandıkları görülmüştür. Motor beceriler, işitsel ve görsel algılama ile ayırt etme öğrencilerde gelişmiş olması beklenen beceriler olarak ortaya çıkmıştır. İlk okuma yazma kitapları, olay kartları ile eşleme kartları öğretmenler tarafından en çok kullanılan öğretim materyalleridir. Öğretim sırasında öğretmenlerin eşleme ve kelime oyunları gibi oyunlara sıklıkla yer verdikleri ortaya çıkmıştır. Gözlem, bireysel çalışma kağıtları ve ölçüt bağımlı testlerin öğretimde değerlendirme araçları olarak kullanıldığı görülmüştür. Araştırmada öğretmenler öğretim sırasında araç-gereçlerin yetersizliği ile ilgili yoğun sorunlar yaşadıklarını belirtmişlerdir. Öğretim sırasında aile desteğinin yetersiz olması, sınıflarda zihin engelli çocukların performans farkları, tek öğretmenin yetersiz olması sıklıkla belirtilen diğer sorunlardır. ‘Anahtar Sözcükler’: Zihinsel Engelli Çocuklar, Özel Eğitim Öğretmeni, Okuma ve Yazma Öğretim Yöntemleri ABSTRACT DESCRIPTION OF METHODS USED BY SPECIAL EDUCATION TEACHERS IN TEACHING READING AND WRITING TO MENTALLY RETARDED CHILDREN The main purpose of this research is to state the methods of teaching reading and writing to mentally retarded children utilized by special education teachers at state schools and private institutions. This research is designed descriptively. In the research, 100 special education teachers stated views on prerequisite skills in teaching reading and writing, teaching methods, teaching materials, methods of teaching evaluation and problems faced through teaching of reading and writing in the questionnaire prepared by the researcher. In this research, firstly the descriptive analysis of the findings has been carried out. In conclusion of the analysis, the similar answers from the teachers are accepted as common themes and the frequency and the percentage of these themes among the total answers have been calculated. According to the findings, it is seemed that special education teachers don’t depend on only one method while teaching reading and writing but they especially use sound and sentence anaylsis methods. It has been found out that motor skills, audio-visual perception and distinction are expected skills that a students should have as prerequisite skills. First reading and writing books, event cards, and matching cards are the most popular materials utilized by special education teachers. It has been found out that teachers often utilize different games as matching word games throughout teaching. It has been observed that most of the teachers use observation, individual work papers and criterion-referenced tests as evaluation materials while teaching reading and writing. Besides, special education teachers have pointed out that they face a lot of problems for lack of materials throughout teaching. The support deficiency of the families both throughout teaching sessions and social life, having the mentally retarded children from different levels of performance in the same classes, insufficiency of teachers in the special education classes and insufficiency of the development of prerequisite skills are the other problems pointed out. ‘Key Words’: Mentally Retarded Children, Special Education Teacher, Methods of Teaching Reading and Writin