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Year 2013, Volume: 28 Issue: 28-3, 454 - 468, 01.06.2013

Arzu Yükselen E Helin Yaban

Abstract

This study examines the social competence of integrated children with mild intellectual disability (ID) by comparing parents’ and teachers’ ratings. The relationships between social behaviors and age and whether these behaviors vary as a function of years of teaching experience and type of integration are also investigated. Data is obtained through self-report questionnaires completed by parents and teachers of 106 4-18 years aged integrated children with ID from Ankara, Turkey. Descriptive analysis results indicate that correlations between parents’ and teachers’ reports range from low to moderate. Prosocial behaviors increase along with age although the relationships vary with respect to parents’ and teachers’ ratings. Parents’ reports of hyperactivity/overly sensitive scores differentiate according to years of teachingexperience and type of integration. Teachers’ reports of selfisolated/ritualistic and insecure/anxious scores vary based on years of teachingexperience. Effect of type of integration on teachers’ reports of self-isolated/ritualistic scores is found.

Keywords

intellectual disability integrated programs social competence problem behaviors

References

  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlation for situational specificity. Psychological Bulletin, 101, 213-232. Akçamete, G., Kış, A. ve Gürgür, H. (2004). Özel gereksinimli öğrenciler için kaynaştırma modeli geliştirme projesi. Ankara Üniversitesi Bilimsel Araştırma Projeleri, Proje No: 2030000016.
  • Aman, M. G., Leone, S., Lecavalier, L., Park, L., Buican, B., & Coury, D. (2008). The Nisonger Child Behavior Rating Form–Typical IQ Version, for children with typical IQ. International Clinical Psychopharmacology, 23, 232-2
  • Aman, M. G., Tassé, M. J., Rojahn, J., & Hammer, D. (1996). The Nisonger CBRF: A Child Behavior Rating Form children with developmental disabilities. Research and Developmental Disabilities, 17(1), 41-57.
  • Ang, R. P. (2003). Social problem solving skills training: Does it really work? Child Care in Practice, 9(1), 5-17. Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447-456.
  • Bierman, K. L., & Welsh, J. A. (2000). Assessing social dysfunction: The contributions of laboratory and performance-based measures. Journal of Clinical Child Psychology, 29(4), 526-539.
  • Diamond, K. E., & Hestenes, L. L. (1994). Preschool children's understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5(4), 301-309.
  • Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9(1-2), 19-32.
  • Freeman, S. F. N., & Kasari, C. (2002). Characteristics and qualities of the play dates of children with Down syndrome: Emerging or true friendships. American Journal on Mental Retardation, 107(1), 16-31.
  • Gresham, F. M. (2000). Assessment of social skills in students with emotional and behavioral disorders. Assessment for Effective Intervention, 26, 51-58.
  • Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14, 3-14.
  • Guralnick, M. J. (1996). Future directions in early intervention for children with Down’s syndrome. In J. A. Rondal, J. Perera, L. Nadel & A. Comblain (Eds.), Down’s syndrome. Psychological, psychobiological, and socioeducational perspectives içinde (pp. 147-162). London: Whurr Publishers.
  • Guralnick, M. J., Connor, R. T., & Hammond, M. (1995). Parent perspectives of peer relationships and friendships in ıntegrated and specialized programs. American Journal on Mental Retardation, 99(5), 457-476.
  • Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67,471-489.
  • Guralnick , M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The friendships of young children with developmental delays: A longitudinal analysis. Journal of Applied Developmental Psychology, 28, 64-79.
  • Hardiman, S., Guerin, S., & Fitzsimons, E. (2009). A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings. Research in Developmental Disabilities, 30, 397-40
  • Howing, P. T., Wodarski, J. S., Kurtz, P. D., & Gaudin, J. M. (1990). The empirical base for the ımplementation of social skills training with maltreated children. Social Work, 35(5), 460-467.
  • Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of ınternalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004-2021. Innes, F. K., & Diamond, K. E. (1999). Typically developing children's interactions with peers with disabilities: Relationships between mothers' comments and children's ideas about disabilities. Topics in Early Childhood Special Education, 19, 103-111.
  • Kupersmidt, J. B., & Coie, J. D. (1990). Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence. Child Development, 61, 1350-1362.
  • Lecavalier, L. (2006). Behavioral and emotional problems in young people with pervasive developmental disorders: Relative prevalence, effects of subject characteristics, and empirical classification. Journal Autism Developmental Disorder, 36, 1101-1114.
  • Lecavalier, L., Aman, M. G., Hammer, D., Stoica, W., & Matthews, G. (2004). Factor analysis of the Nisonger Child Behavior Rating Form in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 709-721.
  • Milfont, T. L., & Duckitt, J. (2004). The structure of environmental attitudes: A first- and second-order confirmatory factor analysis. Journal of Environmental Psychology, 24, 289-303.
  • Mircea, C. E., Rojahn, J., & Esbensen, A. J. (2010). Psychometric evaluation of Romanian translations of the Behavior Problems Inventory-01 and the Nisonger Child Behavior Rating Form. Journal of Mental Health Research in Intellectual Disabilities, 3, 51-65.
  • Montano, Z., Mahrer, N., Nager, A., Claudius, I., & Gold, J. (2011). Assessing psychosocial impairments in the pediatric emergency department: Child/caregiver concordance. Journal of Child and Family Studies, 20, 4734
  • Neuharth-Pritchett, S. (2006). Educational outcomes of children adopted from Eastern Europe, now ages 8-12. (Classroom practice and research): An article from Journal of Research in Childhood Education.
  • Okagaki, L., Diamond, K. E. ve Kontos, S. J. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67-86.
  • Parker, J., & Asher, S. R. (1987). Peer acceptance and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
  • Peck, C. A., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for nonhandicapped children enrolled in integrated early childhood programs: A Statewide Study. Journal of Early Intervention, 16, 53Renk, K., & Phares, V. (2004). Cross-informant ratings of social competence in children and adolescents. Clinical Psychology Review, 24, 239-254.
  • Rojahn J., Borthwick-Duffy, S. A., & Jacobson, J. W. (1993). The association between psychiatric diagnoses and severe behavior problems in mental retardation. Annals of Clinical Psychiatry, 5, 163-170.
  • Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving. In V. B. Van Hasselt ve M. Hersen (Eds.), Handbook of social development içinde (pp. 283-323). NY: Plenum.
  • Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), 11
  • Tassé, M. J., Aman, M. G., Hammer, D., & Rojahn, J. (1996). The Nisonger Child Behavior Rating Form: Age and gender effects and norms. Research and Developmental Disabilities, 17(1), 59-75.
  • Tassé, M. J., & Lecavalier, L. (2000). Comparing parent and teacher ratings of social competence and problem behaviors. American Journal on Mental Retardation, 105(4), 252-259. van der Ende, J., Verhulst, F. C., & Tiemeier, H. (2012). Agreement of informants on emotional and behavioral problems from childhood to adulthood. Psychological Assessment, 24(2), 293-300.
  • Williams, G. A., & Asher, S. R. (1992). Assessment of loneliness at school among children with mild mental retardation. American Journal on Mental Retardation, 96, 373-385.
  • Yükselen, A. (2003). Zihinsel engelli çocuk ve adölesanların sosyal yeterlilik ve problem davranışlarının anne-baba ve öğretmen yönünden karşılaştırmalı olarak incelenmesi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Yükselen, A. ve Bayhan, P. (2005). Zihinsel engelli çocuk ve adölesanların sosyal yeterlilik ve problem davranışlarının anne-baba ve öğretmen yönünden karşılaştırmalı olarak incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 2(1-2), 1-11.

Kaynaştırma Programına Devam Eden Hafif Düzeyde Zihin Engelli Çocukların Sosyal Yeterlilikleri

Year 2013, Volume: 28 Issue: 28-3, 454 - 468, 01.06.2013

Arzu Yükselen E Helin Yaban

Abstract

Bu çalışma, kaynaştırma programlarına devam eden zihin engelli çocukların anne-baba ve öğretmen değerlendirmelerinden elde edilen sosyal davranış ölçümlerinin karşılaştırmalı olarak incelenmesi amacıyla yürütülmüştür. Ayrıca, sosyal davranışların yaşla ilişkisi, eğitim süresi ve alınan eğitim tipine göre farklılık gösterip göstermediği değerlendirilmiştir. Araştırmaya Ankara ili merkez ilçelerindeki okullara kaynaştırma programı kapsamında devam eden 4-18 yaş grubundaki toplam 106 çocuğun anne-baba ve öğretmenleri katılmıştır. Anne-baba ve öğretmen uyarlamaları arasındaki korelasyon katsayıları düşük ya da ılımlı düzeyde ilişkiye işaret etmiştir. Yaşla birlikte anne-baba ve öğretmen bildirimine göre olumlu sosyal davranışların arttığı ve problem davranışların bazı alt boyutlarının azaldığı belirlenmiştir. Bununla birlikte, sosyal davranışların yaşla ilişkisi anne-baba ve öğretmen bildirimleri arasında farklılık göstermiştir. Anne-baba uyarlamasında hiperaktif/aşırı duyarlı alt ölçekleri puanlarının eğitim süresi ve eğitim şekline göre; öğretmen uyarlamasında ise kendini izole etme/ritualistik ve güvensiz/ kaygılı alt ölçeklerinin eğitim süresine ve yalnızca kendini izole etme/ritualistik alt ölçeğinin eğitim şekline göre farklılaştığı belirlenmiştir.

Keywords

zihin engeli kaynaştırma programları sosyal yeterlilik ve problem davranışlar

References

  • Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlation for situational specificity. Psychological Bulletin, 101, 213-232. Akçamete, G., Kış, A. ve Gürgür, H. (2004). Özel gereksinimli öğrenciler için kaynaştırma modeli geliştirme projesi. Ankara Üniversitesi Bilimsel Araştırma Projeleri, Proje No: 2030000016.
  • Aman, M. G., Leone, S., Lecavalier, L., Park, L., Buican, B., & Coury, D. (2008). The Nisonger Child Behavior Rating Form–Typical IQ Version, for children with typical IQ. International Clinical Psychopharmacology, 23, 232-2
  • Aman, M. G., Tassé, M. J., Rojahn, J., & Hammer, D. (1996). The Nisonger CBRF: A Child Behavior Rating Form children with developmental disabilities. Research and Developmental Disabilities, 17(1), 41-57.
  • Ang, R. P. (2003). Social problem solving skills training: Does it really work? Child Care in Practice, 9(1), 5-17. Bauminger, N., & Kasari, C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development, 71(2), 447-456.
  • Bierman, K. L., & Welsh, J. A. (2000). Assessing social dysfunction: The contributions of laboratory and performance-based measures. Journal of Clinical Child Psychology, 29(4), 526-539.
  • Diamond, K. E., & Hestenes, L. L. (1994). Preschool children's understanding of disability: Experiences leading to the elaboration of the concept of hearing loss. Early Education and Development, 5(4), 301-309.
  • Elliott, S. N., Malecki, C. K., & Demaray, M. K. (2001). New directions in social skills assessment and intervention for elementary and middle school students. Exceptionality, 9(1-2), 19-32.
  • Freeman, S. F. N., & Kasari, C. (2002). Characteristics and qualities of the play dates of children with Down syndrome: Emerging or true friendships. American Journal on Mental Retardation, 107(1), 16-31.
  • Gresham, F. M. (2000). Assessment of social skills in students with emotional and behavioral disorders. Assessment for Effective Intervention, 26, 51-58.
  • Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14, 3-14.
  • Guralnick, M. J. (1996). Future directions in early intervention for children with Down’s syndrome. In J. A. Rondal, J. Perera, L. Nadel & A. Comblain (Eds.), Down’s syndrome. Psychological, psychobiological, and socioeducational perspectives içinde (pp. 147-162). London: Whurr Publishers.
  • Guralnick, M. J., Connor, R. T., & Hammond, M. (1995). Parent perspectives of peer relationships and friendships in ıntegrated and specialized programs. American Journal on Mental Retardation, 99(5), 457-476.
  • Guralnick, M. J., Connor, R. T., Hammond, M. A., Gottman, J. M., & Kinnish K. (1996). The peer relations of preschool children with communication disorders. Child Development, 67,471-489.
  • Guralnick , M. J., Neville, B., Hammond, M. A., & Connor, R. T. (2007). The friendships of young children with developmental delays: A longitudinal analysis. Journal of Applied Developmental Psychology, 28, 64-79.
  • Hardiman, S., Guerin, S., & Fitzsimons, E. (2009). A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings. Research in Developmental Disabilities, 30, 397-40
  • Howing, P. T., Wodarski, J. S., Kurtz, P. D., & Gaudin, J. M. (1990). The empirical base for the ımplementation of social skills training with maltreated children. Social Work, 35(5), 460-467.
  • Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of ınternalizing and externalizing problems from middle to late childhood. Child Development, 61, 2004-2021. Innes, F. K., & Diamond, K. E. (1999). Typically developing children's interactions with peers with disabilities: Relationships between mothers' comments and children's ideas about disabilities. Topics in Early Childhood Special Education, 19, 103-111.
  • Kupersmidt, J. B., & Coie, J. D. (1990). Preadolescent peer status, aggression, and school adjustment as predictors of externalizing problems in adolescence. Child Development, 61, 1350-1362.
  • Lecavalier, L. (2006). Behavioral and emotional problems in young people with pervasive developmental disorders: Relative prevalence, effects of subject characteristics, and empirical classification. Journal Autism Developmental Disorder, 36, 1101-1114.
  • Lecavalier, L., Aman, M. G., Hammer, D., Stoica, W., & Matthews, G. (2004). Factor analysis of the Nisonger Child Behavior Rating Form in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 709-721.
  • Milfont, T. L., & Duckitt, J. (2004). The structure of environmental attitudes: A first- and second-order confirmatory factor analysis. Journal of Environmental Psychology, 24, 289-303.
  • Mircea, C. E., Rojahn, J., & Esbensen, A. J. (2010). Psychometric evaluation of Romanian translations of the Behavior Problems Inventory-01 and the Nisonger Child Behavior Rating Form. Journal of Mental Health Research in Intellectual Disabilities, 3, 51-65.
  • Montano, Z., Mahrer, N., Nager, A., Claudius, I., & Gold, J. (2011). Assessing psychosocial impairments in the pediatric emergency department: Child/caregiver concordance. Journal of Child and Family Studies, 20, 4734
  • Neuharth-Pritchett, S. (2006). Educational outcomes of children adopted from Eastern Europe, now ages 8-12. (Classroom practice and research): An article from Journal of Research in Childhood Education.
  • Okagaki, L., Diamond, K. E. ve Kontos, S. J. (1998). Correlates of young children’s interactions with classmates with disabilities. Early Childhood Research Quarterly, 13(1), 67-86.
  • Parker, J., & Asher, S. R. (1987). Peer acceptance and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357-389.
  • Peck, C. A., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for nonhandicapped children enrolled in integrated early childhood programs: A Statewide Study. Journal of Early Intervention, 16, 53Renk, K., & Phares, V. (2004). Cross-informant ratings of social competence in children and adolescents. Clinical Psychology Review, 24, 239-254.
  • Rojahn J., Borthwick-Duffy, S. A., & Jacobson, J. W. (1993). The association between psychiatric diagnoses and severe behavior problems in mental retardation. Annals of Clinical Psychiatry, 5, 163-170.
  • Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving. In V. B. Van Hasselt ve M. Hersen (Eds.), Handbook of social development içinde (pp. 283-323). NY: Plenum.
  • Sigman, M., & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64(1), 11
  • Tassé, M. J., Aman, M. G., Hammer, D., & Rojahn, J. (1996). The Nisonger Child Behavior Rating Form: Age and gender effects and norms. Research and Developmental Disabilities, 17(1), 59-75.
  • Tassé, M. J., & Lecavalier, L. (2000). Comparing parent and teacher ratings of social competence and problem behaviors. American Journal on Mental Retardation, 105(4), 252-259. van der Ende, J., Verhulst, F. C., & Tiemeier, H. (2012). Agreement of informants on emotional and behavioral problems from childhood to adulthood. Psychological Assessment, 24(2), 293-300.
  • Williams, G. A., & Asher, S. R. (1992). Assessment of loneliness at school among children with mild mental retardation. American Journal on Mental Retardation, 96, 373-385.
  • Yükselen, A. (2003). Zihinsel engelli çocuk ve adölesanların sosyal yeterlilik ve problem davranışlarının anne-baba ve öğretmen yönünden karşılaştırmalı olarak incelenmesi. Yayınlanmamış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Yükselen, A. ve Bayhan, P. (2005). Zihinsel engelli çocuk ve adölesanların sosyal yeterlilik ve problem davranışlarının anne-baba ve öğretmen yönünden karşılaştırmalı olarak incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 2(1-2), 1-11.
There are 35 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Arzu Yükselen This is me

E Helin Yaban This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-3

Cite

APA Yükselen, A., & Yaban, E. H. (2013). Kaynaştırma Programına Devam Eden Hafif Düzeyde Zihin Engelli Çocukların Sosyal Yeterlilikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-3), 454-468.