AYDAN AYDIN
(Marmara Üniversitesi, Atatürk Eğitim Fakültesi, Özel Eğitim Bölümü, İstanbul, Türkiye)
Yıl: 2016Cilt: 16Sayı: 6ISSN: 1303-0485 / 2148-7561Sayfa Aralığı: 2005 - 2028İngilizce

207 0
Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder
This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of age with ND (45% female, 55% male) and 76 children from ages 1-6 years with ASD (25% female, 75% male. Exploratory factor analysis and principal component analysis were applied to maintain construct validity. The total loads of factors were between 65.32% (0-1 module) and 75.75% (4-5 module). The Cronbach's alpha internal consistency coefficient value was high for all the modules (?min = .93; ?max = .97). The items in all the modules are highly correlated to the total score of the module (rmin = .35; rmax = .91; p < .001), and the high/low groups of the items included in all the modules are distinctive (tn = -9.95; tmax = -52.67; p < .001). Results of the independent samples t-test applied to compare children with ND and children with ASD revealed the difference in the means of all the modules is significant (tmin = 6.30; p < .001). In conclusion, all the modules in the parent form are sufficiently reliable and valid; thus, the form can be used to distinguish children with ND from those with ASD in terms of their communication skills.
Sosyal > Eğitim, Eğitim Araştırmaları
DergiAraştırma MakalesiErişime Kapalı
  • Aktan Kerem, E. (2005). Okul öncesi dönemde fonolojik duyarlılık ve gelişimi [Phonological sensitivity and its development during preschool period]. In A. Oktay & Ö. Polat Unutkan (Eds.), Okul öncesi eğitimde güncel konular [Contemporary topics in preschool education] (pp. 229-246). Ankara, Turkey: Morpa Kültür Yayınları.
  • Alisinanoğlu, F. (2003). Bebeklik dönemi (0-2 yaş) ve yeni yürüme döneminde (2-3 yaş) gelişim [Development during infancy (ages 0-2) and toddler (ages 2-3) periods]. In A. Ataman (Ed.), Gelişim ve öğrenme [Development and learning] (pp. 77-79). Ankara, Turkey: Gündüz Eğitim ve Yayıncılık.
  • Alpöge, G. (1991). Çocuk ve dil [Child and language]. İstanbul, Turkey: Yapı Kredi Yayınları.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
  • Aydın, A. (2008). Sembolik Oyun Testi'nin Türkçe'ye uyarlanması ve okul öncesi dönemdeki NGG, otistik ve zihin engelli çocukların sembolik oyun davranışlarının karşılaştırılması [Adaptation of symbolic play scale in Turkish and comparison of symbolic play behaviors of ND, autistic and intellectually disabled children] (Doctoral dissertation, Marmara University, İstanbul, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Baker, J. E. (2001). The social skills picture book teaching play, emotion and communication to children with autism. Arlington, TX: Future Horizons.
  • Baron-Cohen, S. (2008). Autism and Asperger syndrome. New York, NY: Oxford University Press.
  • Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorders, 41, 997-1006. http://dx.doi.org/10.1007/s10803-010- 1121-9
  • Berk, L. E. (2013). Çocuk gelişimi [Child development] (A. Dönmez & B. Onur, Trans.). İstanbul, Turkey: İmge Kitapevi.
  • Bernier, R. A., & Gerdts, J. (2010). Autism spectrum disorder: A reference handbook. Santa Barbara, CA: ABC: CLIO Publishers.
  • Blanc, R., Adrien, J.-L., Roux, S., & Barthêlemy, C. (2005). Dysregulation of pretend play and communication development in children with autism. The National Autistic Society, 9(3), 229-245.
  • Bloch, J. S., & Weinstein, J. D. (2009). Families of young children with autism. Social Work in Mental Health, 8(1), 23-40. http://dx.doi.org/10.1080/15332980902932342
  • Buffington, D. M, Krantz, P. J., McClannahan, L. E, & Poulson, C. L. (1998). Procedures for teaching appropriate gestural communication to children with autism. Journal of Autism and Developmental Disorders, 28(6), 535-545.
  • Büyüköztürk, Ş. (2008). Sosyal bilimler için veri analizi el kitabı [Handbook of social sciences data analysis]. Ankara, Turkey: Pegem Akademi.
  • Child, D. (2006). The essentials of factor analysis (3rd ed.). London, UK: Continuum.
  • Cohen, D. (2006). The development of play (3th ed.). London and New York: Routledge.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Ankara, Turkey: Pegem Akademi.
  • Crais, E. R., Watson, L. R., & Baranek, G. T. (2009). Use of gesture development in profiling children's prelinguistic communication skills. American Journal of Speech-Language Pathology, 18, 95-108. http://dx.doi.org/10.1044/1058-0360(2008/07-0041
  • Demir, S. (2011). İnsan gelişimi: 0-6 yaş [Human development]. In G. Akçamete (Ed.), Özel gereksinimi olan küçük çocuklar. Eğitimciler, aileler ve hizmet verenler için bir başlangıç [Toddlers with special needs. An introduction for educators, families and service providers] (pp. 140-185). Ankara, Turkey: Nobel Akademik Yayıncılık.
  • Diessel, H. (2013). Where does language come from? Some reflections on the role of deictic gesture and demonstratives in the evolution of language. Language and Cognition, 5, 239-249.
  • Dodd, S. (2005). Understanding autism. Australia: Elsevier.
  • Ersanlı, K., & Balcı, S. (1998). İletişim becerileri envanterinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Development of communication skills inventory: Validity and reliability study]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 1(2), 7-12.
  • Estes, A., Olson, E., Sullivan, K., Greenson, J., Winter, J., Dawson, G., & Munson, J. (2013). Parenting-related stress and psychological distress in mothers of toddlers with autism spectrum disorders. Brain & Development, 35(2), 133-138. http://dx.doi.org/10.1016/j. braindev.2012.10.004
  • Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45. http://dx.doi.org/10.1146/annurev.psych.50.1.21
  • Gammeltoft, L., & Nordenhof, M. S. (2007). Autism, play and social interaction. London, UK: Jessica Kingsley Publishers.
  • Grady, C. L., & Keightley, M. L. (2002). Studies of altered social cognition in neuropsychiatric disorders using functional neuroimaging. Canadian Journal of Psychiatry, 47, 327-336.
  • Güven, N., & Bal, S. ( 2000). Dil gelişimi ve eğitim [Language development and education]. İstanbul, Turkey: Epsilon Yayıncılık.
  • Happé, F., Briskman, J., & Frith, U. (2001). Exploring the cognitive phenotype of autism: Weak 'central coherence' in parents and siblings of children with autism: I. Experimental tests. Journal of Child Psychology and Psychiatry, 42, 299-307.
  • Ibañez, L. V., Grantz, C. J., & Messinger, D. S. (2013). The development of referential communication and autism symptomatology in high-risk infants. Infancy, 18, 687-707. http://dx.doi.org/10.111 1/j.1532-7078.2012.00142
  • Ingersoll, B., & Lalonde, K. (2010). The impact of object and gesture imitation training on language use in children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research, 53, 1040-1051.
  • Jersild, A. T. (1983). Çocuk psikolojisi [Child psychology] (G. Günçe, Trans.) Ankara, Turkey: Ankara Üniversitesi Eğitim Fakültesi Yayınları.
  • Jordan, R. (2003). Social play and autistic spectrum disorders. The National Autistic Society, 7(4), 347-360.
  • Kabil, A. T. (2005). A validity study of the Checklist for Autism in Toddlers (CHAT) on a Turkish sample (Master's thesis, Boğaziçi University, İstanbul, Turkey). Retrieved from https://tez.yok. gov.tr/UlusalTezMerkezi/
  • Kelly, C. A., & Dale, P. S. (1989). Cognitive skills associated with the onset of multiword utterances. Journal of Speech and Hearing Research, 32, 645-656.
  • Kjellmer, L., Hedvall, A., Fernell, E., Gillberg, C., & Norrelgen, F. (2012). Language and communication skills in preschool children with autism spectrum disorders: Contribution of cognition, severity of autism symptoms, and adaptive functioning to the variability. Research in Developmental Disabilities, 33(1), 172-180.
  • Korkmaz, B. (2010). Otizm: Klinik ve nörobiyolojik özellikleri, erken tanı, tedavi ve bazı güncel gelişmeler [Autism: Clinical and neurobiological properties, early diagnosis, treatment and some contemporary developments]. Türk Pediatri Arşivi Dergisi, 45(80), 37-44.
  • Korkut, F. (1996). İletişim becerilerini değerlendirme ölçeğinin geliştirilmesi: Güvenirlik ve geçerlik çalışmaları [Development of communication skills evaluation scale: Validity and reliability studies]. Psikolojik Danışma ve Rehberlik Dergisi, 2(7), 18-23.
  • Korkut, F. (2005). Yetişkinlere yönelik iletişim becerileri eğitimi [Communication skills instruction for adults]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 143-149.
  • Leila, P. (2006). Maternal sensitive responsiveness, characteristics and relations to child early communicative and linguistic development (Master's thesis). Retrieved from http://urn.fi/ urn:isbn:9514282035
  • Levine, M. (2003). Her çocuk başarabilir [Any child can achieve] (Z. Babayiğit, Ed., 2nd ed.) İstanbul, Turkey: Boyner Yayınları.
  • Liebal, K., & Tomasello, M. (2009). Infants appreciate the social intention behind a pointing gesture: Commentary on 'Children's understanding of communicative intentions in the middle of the second year of life' by T. Aureli, P. Perucchini and M. Genco. Cognitive Development, 24, 13-15.
  • Lindsey, E. W., Cremeens, P. R., Colwell, M. J., & Caldera, Y. M. (2009). The structure of parent- child dyadic synchrony in toddlerhood and children's communication competence and selfcontrol. Social Development, 18(2), 375-396.
  • Lloyd, P. (1995). Cognitive and language development. Leicester, UK: British Psychological Society. Lockshin, S. B., Gillis, J. M., & Romanczyk, R. G. (2005). Helping your child with autism spectrum disorder. Oakland, CA: New Harbinger Publications.
  • Lucket, T., Bundy, A., & Roberts, J. (2007). Do behavioural approaches teach children with autism to play or are they pretending? The National Autistic Society, 11(4), 365-388.
  • Markus, J. A., Mundy, P., Morales, M., Delgado, C. E. F., & Yale, M. (2000). Individual differences in infant skills as predictors of child-caregiver joint attention and language. Social Development, 9(3), 302-315.
  • Maskey, M., Warnell, F., Parr, J. R., Le Couteur, A., & McConachie, H. (2013). Emotional and behavioural problems in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(4), 851-859. http://dx.doi.org/10.1007/s10803-012-1622-9
  • McCune, L. (1995). A normative study of representational play at the transition to language. Developmental Psychology, 31, 198-206.
  • McDuffie, A., Yoder, P., & Stone, W. (2005). Prelinguistic predictors of vocabulary acquisition in young children with autism spectrum disorders. Journal of Speech, Language and Hearing- Research, 48, 1080-1097.
  • Milli Eğitim Bakanlığı. (2015). İstanbul Milli Eğitim Müdürlüğü Stateji Geliştirme Bölümü, 2014-2015 istatistik verileri [İstanbul National Education Directorate Strategy Development Department, 2014-2015 statistical data] Retrieved from http://istanbul.meb.gov.tr/meb_iys_ dosyalar/2014_04/01104349_stanbulstatistikleri 201302014.pdf
  • Medeiros, K., & Winsler, A. (2014). Parent-child gesture use during problem solving in autistic spectrum disorder. Journal of Autism Developmental Disorder, 44, 1946-1958. http://dx.doi. org/10.1007/s10803-014-2069y
  • Moor, J. (2005). Playing, laughing and learning with children on the autism spectrum. London and Philadelphia: Jessica Kingsley Publishers.
  • Mundy, P., & Crowson, M. (1997). Joint attention and early communication: Implications for intervention with autism. Journal of Autism and Developmental Disorders, 27, 653-675.
  • Muñetón Ayala, M. A., & Rodrigo López, M. J. (2011). Functions of the pointing gesture in mothers and their 12- to 36-month-old children during everyday activities. Spanish Journal of Psychology, 14(2), 619-29.
  • Ogura, T. (1991). A longitudinal study of the relationship between early language development and play development. Journal of Child Language, 18, 273-294.
  • Oktay, A. (2002). Yaşamın sihirli yılları [Magical years of life] (3th ed.). İstanbul, Turkey: Epsilon Yayıncılık.
  • Öner, P., Öner, Ö., Çöp, E., & Munir, K. M. (2012). Sosyal iletişim ölçeğinin okul öncesi çocuklardaki geçerlik ve güvenirliği [Validity and reliability of social communication scale in preschool children]. Klinik Psikoparmakoloji Bülteni, 22(11), 43-50.
  • Özgüven, İ. E. (2007). Psikolojik testler [Psychological tests]. Ankara, Turkey: Nobel Yayınları.
  • Pascalis, O., Loevenbruck, H., Quinn, P. C., Kandel, S., Tanaka, J. W., & Lee, K. (2014). On the links among face processing, language processing, and narrowing during development. Child Development Perspectives, 8(2), 65-70.
  • Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
  • Poole, C., Miller, S. A., & Church, E. B. (2005). How abstract thinking develops. Early Childhood Today, 19(4), 45-48.
  • Piven, J. (1999). Genetic liability for autism: The behavioural expression in relatives. International Review of Psychiatry, 11, 299-308.
  • Prizant, M. B., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS model: A transactional, family-centered approach to enhancing communication and socio-emotional abilities of children with autism spectrum disorder. Infants and Young Children, 16(4), 296-316.
  • Prizant, B. M., Schuler, A. L., Wetherby, A. M., & Rydell, P. (1997). Enhancing language and communication development: Language approaches. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed., pp. 573-601). New York, NY: John Wiley & Sons.
  • Qates, J., & Grayson, A. (2004). Cognitive and language development in children. Oxford, UK: Blackwell Publishing.
  • Rapin, I. (1991). Autistic children: Diagnosis and clinical features. Pediatrics, 87(5), 751-760.
  • Robledo, S. J., & Ham-Kucharski, D. (2005). The autism book. London, UK: Penguin Group.
  • Ross, K. N. (2005). Sample design for educational survey research. Paris, France: UNESCO. Rowe, M. L., Özçalışkan, S., & Goldin-Meadow, S. (2008). Learning words by hand: Gesture's role in predicting vocabulary development. First Language, 28, 182-199.
  • Savaşır, I., Sezgin, N., & Erol, N. (1994). Ankara Gelişim Tarama Envanteri el kitabı [Handbook of Ankara Developmental Screening Test]. Ankara, Turkey: Ankara Üniversitesi Tıp Fakültesi.
  • Seitz, S., & Marcus, S. (1976). Mother-child interactions: A foundation for language development. Exceptional Children, 42(8), 445-449.
  • Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi [Practical data analysis with SPSS and LISREL]. Ankara, Turkey: Anı Yayıncılık.
  • Sharma, S. (1996). Applied multivariate techniques. New York, NY: John Wiley.
  • Sicile-Kira, C. (2006). Adolescents on the autism spectrum: A parent's guide to the cognitive, social, physical, and transition needs of teenagers with autism spectrum disorders. New York, NY: The Berkley Publishing Group.
  • Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children's communication. Journal of Autism and Developmental Disorders, 32, 77-89.
  • Tanrıdağ, O. (1995). Afazi [Aphasia] (3the ed.). İstanbul, Turkey: Nobel Tıp Kitabevleri. Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi [Attitude assessment and data analysis with SPSS]. Ankara, Turkey: Nobel Yayınları.
  • Topbaş, S., & Maviş, İ. (2005). Edimbilgisi gelişimi [Pragmatics development]. In S. Topbaş (Ed.), Dil ve kavram gelişimi [Language and concept development] (pp. 123-140). Ankara, Turkey: Kök Yayıncılık.
  • Veneziano, E. (1981). Early language and nonverbal representation: An assessment. Journal of Child Language, 8, 541-563.
  • Watt, N., Wetherby, A., & Shumway, S. (2006). Prelinguistic predictors of language outcome at three years of age. Journal of Speech, Language, & Hearing Research, 49, 1224-1237. http:// dx.doi.org/10.1044/1092-4388(2006/088)
  • Whitaker, P., Barratt, P., Joy, H., Potter, M., & Thomas, G. (1998). Children with autism and peer group support: Using 'circles of friends'. British Journal of Special Education, 25(2), 60-64.
  • Wilkinson, K. M. (1998). Profiles of language and communication skills in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 73-79.
  • Wing, L. (2012). Otizm el rehberi [Autism handbook]. İstanbul, Turkey: Sistem Yayıncılık.
  • Yapıcı, Ş. (2004). Çocukta dil gelişimi [Language development]. Uluslararası İnsan Bilimleri Dergisi, 1(1), 1-18. Retrieved from http://www.insanbilimleri.com/ojs/index.php/uib/article/ viewArticle/101
  • Yavuzer, H. (2000). Çocuğunuzun ilk altı yılı [First six year of your child] (11st ed.,). İstanbul, Turkey: Remzi Kitapevi.
  • Yıkgeç, A. (2005). A validity study of the Modified Checklist for Autism in Toddlers (M-CHAT) on a Turkish sample (Master's thesis, Boğaziçi University, İstanbul, Turkey). Retrieved from https:// tez.yok.gov.tr/UlusalTezMerkezi/
  • Yurdugül, H. (2005, September). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması [Use of content validity indexes for scale development studies' content validty]. Paper presented at the XIV. Eğitim Bilimleri Kurultayı, Pamukkale University, Denizli, Turkey.

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © 2019 Tüm Hakları Saklıdır.