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Gelişimsel Yetersizliği Olan Ya Da Risk Altındaki 0-36 Aylık Çocuklar İçin Ebeveyn Aracılı Müdahaleler: Ebeveynlerin Sesleri

Year 2025, Volume: 13 Issue: 3, 1565 - 1611
https://doi.org/10.46778/goputeb.1602078

Abstract

Ebeveyn aracılı müdahaleler (EAM) üç yaşından küçük gelişimsel yetersizliği olan ya da risk grubundaki çocuklar ve ebeveynleri için umut vadeden sonuçlar ortaya koymaktadır. Ancak bu programlar hakkında ebeveynlerin deneyimlerine yönelik çalışmalar oldukça sınırlıdır. Bu çalışmanın amacı gelişimsel yetersizliği olan ya da risk grubundaki 36 aydan küçük çocuklar ve ebeveynleri için geliştirilmiş bir EAM örneğinin (Rutinlere Dayalı Erken Müdahale Programı [REM]) içeriğini ve kavramsal çerçevesini derinlemesine ele almaktır. Bu doğrultudaki olgubilim (fenomoloji) araştırmasında REM programına katılan ebeveynlerin günlük uygulamalarına dair yaşadıkları deneyimleri incelenmiştir. Bu olgubilim (fenomenoloji) çalışmasında 6 ebeveyn ile yüz-yüze görüşmeler gerçekleştirilmiş, araştırma sorularına cevap veren ve müdahale koordinatörü tarafından tutulmuş her bir ebeveyne ait haftalık notlar bir araya getirilmiştir. Elde edilen verilerin analizinde tematik analiz yöntemi kullanılmıştır. Bulgular, eko-haritalar ile gelen ebeveynlerdeki değişimi, müdahale programının günlük yaşamla uyumlu olduğunu, işlevsel amaçlarla günlük yaşantının iyileştiğini, olumlu yöndeki bu değişimlerde müdahale uzmanının kritik rolünü, ebeveynlerin etkileşim becerilerindeki gelişmeyi ve çocuk odaklı çıktılarda gözlemlenen artış ve ilerlemeyi göstermiştir. İlerdeki çalışmalarda, sadece müdahale bitiminde tek seferde değil, katılımcı ebeveynlerden programın hazırlık aşamasında ve sonrasında uygulama sürecinde düzenli ve sürekli dönütler alınabilir. Ailenin diğer üyelerine (baba, kardeşler gibi) de müdahale programına yönelik görüşleri sorulabilir. Ayrıca çocuk ve ebeveynin günlük yaşantılarına uyumlu olup bu yaşantılarda iyileştirmeler sağlayan ve ebeveyn-müdahele uzmanı arasındaki güvene dayalı etkileşimi destekleyen bileşenlerin ebeveyn aracılı tüm müdahale programlarında yaygınlaştırılması için yeni çalışmalar yapılabilir.

Ethical Statement

İlgili Üniversite’nin Bilimsel Araştırma ve Yayın Etiği Kurulunun 17.11.2023 tarihli ve 2023-38 nolu toplantısı E-97105791-050.01.01-46417 sayılı kararınca etik kurul izni alınmıştır.

Supporting Institution

Hasan Kalyoncu Üniversitesi. Bu çalışma sorumlu yazarın yazarlığını ve yürütücülüğünü üstlendiği Bireysel Araştırma Projesi (BAP) ürünüdür.

Project Number

E-97105791-050.01.01-46417

Thanks

Hasan Kalyoncu Üniversitesi Bilimsel Araştırma ve Yayın Etiği Kuruluna Teşekkür Ederiz. Ayrıca Doç. Dr. Aysun Çolak’a görüşme soruları ile ilgili verdiği dönütler için teşekkür ederiz.

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Parent-Mediated Interventions for 0 to 36-Month-Old Children With/At Risk for Developmental Disabilities: Parents’ Voices

Year 2025, Volume: 13 Issue: 3, 1565 - 1611
https://doi.org/10.46778/goputeb.1602078

Abstract

Parent-mediated interventions (PMI) offer promising results for 0- to 36-month-old children with/at risk for developmental disabilities and their parents. However, studies investigating parents’ experiences with such programs are limited. This study aims to examine in depth the content and contextual framework of an early intervention program example (Routine Based Early Intervention Program [RBEI]) developed for children less than 36-month-old with/at risk for developmental disabilities and their parents. This phenomenological research examined the daily implementation experiences of parents participating in the RBEI program. 6 face-to-face interviews were conducted with parents, weekly notes corresponding to the research questions and collected by the intervention coordinator for each parent were brought together in this phenomenological study. The thematic analysis method was used for the data obtained. Findings showed the change in parents coming with eco-maps, compatibility of the intervention program with daily life, and improvement of daily life with functional goals, the critical role of the intervention coordinator in these changes that are in positive directions, development in parents’ interaction skills, and an observed increase and progress in child-focused outcomes. In future studies, regular and continuous feedback can be obtained from participating parents not only at the end of the intervention but also during the preparation phase of the program and the implementation process afterwards. The views of the other family members (such as fathers and siblings) about the intervention program can be asked. In addition, new studies can be conducted to expand components that are compatible with the daily lives of the child and parent, provide improvements in these lives, and support trust-based interaction between the parent and the interventionist across all parent-mediated intervention programs.

Ethical Statement

Ethics committee approval was obtained from the University’s Scientific Research and Publication Ethics Board according to the 2023-38 meeting’s decision (E-97105791-050.01.01-46417) dated 17.11.2023.

Supporting Institution

Hasan Kalyoncu University. This study is the product of an Individual Research Project (IRP) conducted by the responsible author.

Project Number

E-97105791-050.01.01-46417

Thanks

We would like to thank Hasan Kalyoncu University Scientific Research and Publication Ethics Committee. We also would like to thank Assoc. Prof. Dr. Aysun Çolak for her feedback on the interview questions.

References

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  • Amsbary, J., & Able, H. (2023). Exploring parents' perceptions of an early intervention for toddlers with Autism. Infants & Young Children, 36(3), 228-246. https://doi.org/10.1097/IYC.0000000000000242
  • Amsbary, J., Able, H., Schertz, H. H., & Odom, S. L. (2021). Parents' voices regarding using interventions for toddlers with autism spectrum disorder. Journal of Early Intervention, 43, 38-59. https://doi.org/10.1177/1053815120910744
  • Bailey, D. B., Hebbeler, K., Spiker, D., Scarborough, A., Mallik, S., & Nelson, L. (2005). Thirty-six-month outcomes for families of children who have disabilities and participated in early intervention. Pediatrics, 116(6), 1346–1352. https://doi.org/10.1542/peds.2004-1239
  • Baş, T., & Akturan, U. (2017). Sosyal bilimlerde bilgisayar destekli nitel araştırma yöntemleri [Computer-assisted qualitative research methods in social sciences] (3rd ed.). Ankara: Seçkin Yayıncılık.
  • Bear, L. M. (2004). Early identification of infants at risk for developmental disabilities. Pediatric Clinics, 51(3), 685-701. https://doi.org/10.1016/j.pcl.2004.01.015
  • Birkan, B. (2009). Otizmi olan çocuklar ve eğitimi [Children having autism and education]. Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim içinde [In Students with special needs in general education schools and special education]. Gönül Akçamete (Editör). Kök Yayınları.
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There are 74 citations in total.

Details

Primary Language English
Subjects Mental Disability Education
Journal Section Articles
Authors

Emine Erden 0000-0002-7619-0715

Sevim Küçük Karahan 0000-0001-7753-4105

Latife Özaydın 0000-0002-2975-1620

Project Number E-97105791-050.01.01-46417
Early Pub Date September 26, 2025
Publication Date October 3, 2025
Submission Date December 15, 2024
Acceptance Date June 23, 2025
Published in Issue Year 2025 Volume: 13 Issue: 3

Cite

APA Erden, E., Küçük Karahan, S., & Özaydın, L. (2025). Parent-Mediated Interventions for 0 to 36-Month-Old Children With/At Risk for Developmental Disabilities: Parents’ Voices. International Journal of Turkish Education Sciences, 13(3), 1565-1611. https://doi.org/10.46778/goputeb.1602078