Research Article
BibTex RIS Cite

Year 2021, Volume: 9 Issue: 1, 76 - 101, 30.01.2021

Sevim Karahan Şeyda Yıldırım Parlak Kübra Demiröz Mehmet Kaya Nilay Kayhan

Abstract

References

  • Asbury, K., Fox, L., Deniz, E., Code, A., &Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families. Journal of Autism and Developmental Disorders . https://doi.org/10.1007/s10803-020-04577-2
  • Aydin, B. (2014). Egitim psikolojisi: Gelisim-ogrenme-ogretim (13. Baskı, pp. 3-15). Ankara: Pegem Akademi.
  • Aytekin, C. (2016). Siblings of disabled children: a general overview in terms of academic studies. International Journal of Innovation and Applied Studies, 16(3), 522-527.
  • Birkan, B. (2002). Erken ozel egitim hizmetleri. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3 (2), 99-109.
  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126. Centers for Disease Control and Prevention (2020). Children and youth with special healthcare needs in emergencies. https://www.cdc.gov/childrenindisasters/children-with-special-healthcareneeds. html
  • Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and behavioral impact of COVID-19 in autism spectrum disorder: an online parent survey. Brain Sciences (10), 341; doi:10,3390/brainsci10060341
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (Cev. Ed. S. B. Demir). Ankara: Egiten Kitap.
  • Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in school: Functional behavioral assessmet. New York, NY: Guilford Press.
  • Celik, S. (2012). Problem davranislari onlemeye yonelik basariya ilk adım erken egitim programi anaokulu versiyonunun etkililigi. Yayımlanmamis Yüksek Lisans Tezi, Anadolu Üniversitesi Egitim Bilimleri Enstitusu.
  • Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities, 273-286
  • Dunlap, G., Sailor, W., Horner, R.H., & Sugai, G. (2009). Overview and history of positive behavior support. In Handbook of positive behavior support (pp. 3-16). Springer, Baston, MA.
  • Erbas, D. (2002). Problem davranislarin azaltilmasinda olumlu davranissal destek plani hazirlama. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3(2), 41-50.
  • Erbas, D. (2005). Bas makale: Olumlu davranissal destek. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 6 (1)1-18.
  • Erbas, D., Kircaali-İftar, G. ve Tekin-İftar, E. (2007). İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci (3. Baskı, pp.7-19). Ankara: Kök Yayıncılık
  • Erdinc, S., Kaya, M. U. ve İrice, U. (2020). Covid-19 salgını doneminde evde iyi olma halini koruma rehberi. Istanbul: Anne Cocuk Egitim Vakfi. https://www.acev.org/wp content/uploads/2020/05/ACEV_CovidRehber_BASKIFinal-1.pdf
  • Eshraghi,A. A., Li, C., Alessandri, M., Messinger, D.S., Eshraghi, R.S., Mittal, R., & Armstrong, F.,D. (2020). COVID-19: overcoming the challenges faced by individuals with autism and their families. The Lancet Psychiatry, 7(6), 481-483. https://doi.org/10.1016/S2215-0366(20)30197-8
  • Guner Yildiz, N. ve Kurtova, C. (2017). Sinif sorunlarina eylem arastirmasiyla cozum arayisi. Elementary Education Online, 16(1), 78-88.
  • Hemmeter, M. L., Fox, L., & Hardy J. K. (2016). Supporting the Implementation of Tiered Models of behavior support in early childhood settings. In Handbook of Early Childhood Special Education (1. Edition) (pp. 247-265).Switzerland: Springer.
  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.
  • Kahraman, G., O., & Soylu Karadayı, N. (2015). Engelli kardese sahip olan cocuklarin engelli kardesleriyle deneyimlerine iliskin gorusleri. Hacettepe Universitesi Saglik Bilimleri Dergisi, 1(2):390-408
  • Kanlikiliçer, P. (2005). Okul oncesi davranis sorunlari tarama olcegi: gecerlilik ve guvenilirlik calismasi. Yayımlanmamis Yüksek Lisans Tezi, Marmara Universitesi Egitim Bilimleri Enstitusu, Istanbul.
  • Karahan, S., Yildirim, S., Demiroz, K., & Ozaydın, L. (2020). COVID-19 surecinde ozel gereksinimli cocuklar ile calisan ogretmenlerin gereksinimlerinin belirlenmesi. International Conference on COVID-19 Studies. https://www.covid19conference.org/conference-book
  • Kaytez, N., Durualp, E., & Kadan, G. (2015). Engelli çocuğu olan ailelerin gereksinimlerinin ve stres duzeylerinin incelenmesi. Egitim ve Ogretim Arastirrmaları Dergisi, 4(1), 197-214.
  • Koska, B. (2019). Okul oncesi ogretmenlerinin ozel gereksinimli olan ve olmayan ogrencilerinin problem davranislarina iliskin degerlendirmeleri. Yayımlanmamis Yüksek Lisans Tezi, Dokuz Eylul Universitesi, İzmir.
  • Local Government Association. (2014). Ensuring quality services: core principles for the commissioning of services for children, young people, adults and older people with learning disabilities and/or autism who display or are at risk of displaying behaviour that challenges. DH, London. https://www.local.gov.uk/sites/default/files/documents/ensuring-qualityservices701.pdf
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage.
  • Miller, J. (2020). So now what? supporting sel at home. https://casel.org/wpcontent/uploads/2020/04/CASEL-CARES-Webinar-II.pdf. adresinden 30 Mayıs 2020 tarihinde alınmıştır.
  • Narzisi, A. (2020). Handle the autism spectrum condition during Coronavirus (COVID-19) stay at home period: Ten tips for helping parents and caregivers of young children. Brain Science, 10(4), 207. https://doi.org/10.3390/brainsci10040207
  • Orsmond, G.I., & Seltzer, M.M. (2000). Brothers and sisters of adults with mental retardation: gendered nature of the sibling relationship. Am J Ment Retard 105:486–508.
  • Orsmond, G.I., & Seltzer, M.M. (2007). Siblings of individuals with autism or Down syndrome: effects on adult lives. J Intellect Disabil Res 51:682–696. Ozbey, S. (2010). Okul oncesi cocuklarda uyum ve davranis problemleriyle basa cikmada ailenin rolu. Sosyal Politika Çalismalari Dergisi, 21(21), 9-18.
  • Ozbey, S. (2012). Ebeveynlerin evlilik uyumu ve algiladiklari sosyal destek ile alti yas cocuklarinin problem davranislari arasindaki iliskinin incelenmesi. Kastamonu Egitim Dergisi, 20(1), 43-62.
  • Ozen, A., Colak, A., & Acar, C. (2002). Zihin ozurlu çocuga sahip annelerin gunluk yasamda karsilastiklari problem davranislarla ilgili gorusleri. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3(2), 1-13.
  • Parenteau, C., Bent, S., Hossain, B., Chen, Y., Widjaja, F., Breard, M., & Hendren, R. (2020). the experience of parents of children with autism spectrum disorder during the COVID-19 pandemic: A qualitative analysis. https://doi.org/10.21203/rs.3.rs-46426/v1
  • Patton, M.Q. (2001). Qualitative research and evaluation methods (2nd Edition). Thousand Oaks, CA: Sage. Pavlopoulou, G., Wood, R., & Papadopoulos, C. (2020). Impact of COVID-19 on the experiences of parents and family carers of autistic children and young people in the UK. UCL Institute of Education: London, UK.
  • Piskin, M., Ogulmus, S., & Boysan, M. (2011). Guvenli ortami olusturma ogretmen ve yonetici kitabı. TÜBİTAK.
  • Sani Bozkurt, S. (2017). Ozel egitimde dijital destek: Yardimci teknolojiler. Açıkogretim Uygulamaları ve Arastirmalari Dergisi, 3(2), 37-60.
  • Sardohan Yildirim, A. E., & Akcamete, G. (2014). Coklu yetersizligi olan çocuga sahip annelerin erken cocukluk ozel egitimi hizmetleri surecinde karsilastiklari gucluklerin belirlenmesi. Cumhuriyet Uluslararası gitim Dergisi, 3(1), 74-89
  • Senemoglu, N. (2018). Gelisim ogrenme ve ogretim (26. Baskı). Ankara: Ani Yayincilik.
  • Sanli, E. (2012). Ozel egitim ve rehabilitasyon merkezlerine devam eden zihin engelli çocugu olan ailelerin gereksinimlerinin belirlenmesi. Yayımlanmamis Yüksek Lisans Tezi, Ondokuz Mayis Universitesi, Samsun.
  • Sengul Erdem, H., & Fazlioğlu, Y. (2020). Otizm spektrum bozuklugu olan cocuklarin tipik gelisen kardeslerinin davranıssal, sosyal ve duygusal ozellikleri. Kastamonu Egitim Dergisi, 28(4), 1776-1788 . doi: 10.24106/kefdergi.4105
  • Sivrikaya, T., & Çifci Tekinarslan, İ. (2013). Zihinsel yetersizligi olan cocuga sahip annelerde stres, sosyal destek ve aile yuku. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 14(2), 17-29.
  • Skinner, D, Tsheko N, Mtero-Munyati S, Segwabe M, Chibatamoto P, Mfecane S et al. (2006). Towards a definition of orphaned and vulnerable children. AIDS Behav, 10: 619-626.
  • Smith, M. K. (2000). Recovery from a severe psychiatric disability: Findings of a qualitative study. Psychiatric Rehabilitation Journal. 24, 149- 158.
  • Sprague, J., & Horner, R. (2007). Handbook of school violence and school safety: from research to practice. Shane R. Jimerson & Michael J. Furlong (Eds.). School wide positive behavioral support. Erlbaum Associates, Inc.
  • Şengul Erdem, H., & Fazlioglu, Y. (2020). Otizm spektrum bozuklugu olan çocuklarin tipik gelisen kardeslerinin davranissal, sosyal ve duygusal özellikleri. Kastamonu Eğitim Dergisi, 28(4), 1776-1788.
  • Taner Derman, M., & Başal, H. A. (2013). Okul oncesi cocuklarinda gozlenen davranis problemleri ile ailelerin anne-baba tutumlari arasındaki iliski. Amasya Universitesi Egitim Fakultesi Dergisi, 2(1),115-144.
  • Tomris, G. (2012). Problem davranislari onlemede başariya ilk adım erken egitim programi anaokulu versiyonuna yonelik ogretmen, veli ve rehberlerin gorusleri. Yayımlanmamis Yüksek Lisans Tezi, Anadolu Üniversitesi, Eskişehir
  • Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with special educational needs and disabilities during COVID-19. PsyArXiv Preprints. doi:10.31234/osf.io/tm69k
  • Toret, G., Ozdemir, S., Gurel-Selimoglu, O., & Ozkubat, U. (2014). Otizmli cocuga sahip olan ebeveynlerin cocuklarinin gunluk yasam ozellikleri, gunluk oyun etkilesimleri, problem davranislar ve iletisim stillerine iliskin gorusleri. Ege Egitim Dergisi, 15(1), 1-44.
  • United Nations (UN) (Birleşmiş Milletler) (2020). Politika notu: COVID-19 salgınının çocuklar üzerindeki etkilerihttps://www.unicef.org/turkey/media/9881/file/COVID- 19%20D%C3%B6neminin%20%C3%87ocuklar%20%C3%9Czerindeki%20Etkilerine%20%C4%B0li%C5%9Fkin%20Politika%20Notu.pdf
  • Yildirim, A., & Simsek, H. (2018). Sosyal bilimlerde nitel arastirma Yontemleri (11.Baskı). Ankara: Seckin.
  • Yildirim, S., Karahan, S., Demiroz, K., Sener O. ve Ozaydin, L. (2020). COVID-19 surecinde ozel gereksinimli cocukların ebeveynlerinin ihtiyacları. International Conference on Covid-19 Studies. https://www.covid19conference.org/conference-book adresinden 9 Temmuz 2020 tarihinde alınmıştır.
  • Yucesoy-Ozkan, S. (2016). Okul oncesi siniflarinda sinif yonetimi ve problem davranislarin kontrolu. B. Sucuoglu & H. Bakkaloglu. (Ed.). Okul oncesinde kaynastırma (ss. 193-260). Ankara: Kok.

Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process

Year 2021, Volume: 9 Issue: 1, 76 - 101, 30.01.2021

Sevim Karahan Şeyda Yıldırım Parlak Kübra Demiröz Mehmet Kaya Nilay Kayhan

Abstract

Babies are born into different families, cultures, environments; their first interaction environment is the family. This study investigates the opinions of the mothers who have children with special needs based on the experiences to cope with the children’s problem behaviors in the Coronavirus pandemic process. This study was designed in the qualitative research method. Eleven mothers whose children continue to special education rehabilitation centers in a provincial center in the Southeastern Anatolia Region constitute the participant group of the study.The data obtained using the semi-structured interviews were analyzed with the content analysis method; the findings were described under eight main themes. While observing that the mothers were responsible for in-house communication during the staying home process, their feelings were loneliness, not usually receiving support from partners and relatives. Mothers stated that their children showed self-harm, aggressiveness, and nonrestraint; suggested that the special education institutions’ managers and teachers’ professional competiencies should be strengthened regarding distance education process; family-based effective intervention programs should be developed.

Keywords

Covid-19 parent-child interaction positive behavior support

References

  • Asbury, K., Fox, L., Deniz, E., Code, A., &Toseeb, U. (2020). How is COVID-19 affecting the mental health of children with special educational needs and disabilities and their families. Journal of Autism and Developmental Disorders . https://doi.org/10.1007/s10803-020-04577-2
  • Aydin, B. (2014). Egitim psikolojisi: Gelisim-ogrenme-ogretim (13. Baskı, pp. 3-15). Ankara: Pegem Akademi.
  • Aytekin, C. (2016). Siblings of disabled children: a general overview in terms of academic studies. International Journal of Innovation and Applied Studies, 16(3), 522-527.
  • Birkan, B. (2002). Erken ozel egitim hizmetleri. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3 (2), 99-109.
  • Carr, E. G., & Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126. Centers for Disease Control and Prevention (2020). Children and youth with special healthcare needs in emergencies. https://www.cdc.gov/childrenindisasters/children-with-special-healthcareneeds. html
  • Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and behavioral impact of COVID-19 in autism spectrum disorder: an online parent survey. Brain Sciences (10), 341; doi:10,3390/brainsci10060341
  • Creswell, J. W. (2016). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları. (Cev. Ed. S. B. Demir). Ankara: Egiten Kitap.
  • Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in school: Functional behavioral assessmet. New York, NY: Guilford Press.
  • Celik, S. (2012). Problem davranislari onlemeye yonelik basariya ilk adım erken egitim programi anaokulu versiyonunun etkililigi. Yayımlanmamis Yüksek Lisans Tezi, Anadolu Üniversitesi Egitim Bilimleri Enstitusu.
  • Dunlap, G., Johnson, L. F., & Robbins, F. R. (1990). Preventing serious behavior problems through skill development and early intervention. Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities, 273-286
  • Dunlap, G., Sailor, W., Horner, R.H., & Sugai, G. (2009). Overview and history of positive behavior support. In Handbook of positive behavior support (pp. 3-16). Springer, Baston, MA.
  • Erbas, D. (2002). Problem davranislarin azaltilmasinda olumlu davranissal destek plani hazirlama. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3(2), 41-50.
  • Erbas, D. (2005). Bas makale: Olumlu davranissal destek. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 6 (1)1-18.
  • Erbas, D., Kircaali-İftar, G. ve Tekin-İftar, E. (2007). İşlevsel değerlendirme: Davranış sorunlarıyla başa çıkma ve uygun davranışlar kazandırma süreci (3. Baskı, pp.7-19). Ankara: Kök Yayıncılık
  • Erdinc, S., Kaya, M. U. ve İrice, U. (2020). Covid-19 salgını doneminde evde iyi olma halini koruma rehberi. Istanbul: Anne Cocuk Egitim Vakfi. https://www.acev.org/wp content/uploads/2020/05/ACEV_CovidRehber_BASKIFinal-1.pdf
  • Eshraghi,A. A., Li, C., Alessandri, M., Messinger, D.S., Eshraghi, R.S., Mittal, R., & Armstrong, F.,D. (2020). COVID-19: overcoming the challenges faced by individuals with autism and their families. The Lancet Psychiatry, 7(6), 481-483. https://doi.org/10.1016/S2215-0366(20)30197-8
  • Guner Yildiz, N. ve Kurtova, C. (2017). Sinif sorunlarina eylem arastirmasiyla cozum arayisi. Elementary Education Online, 16(1), 78-88.
  • Hemmeter, M. L., Fox, L., & Hardy J. K. (2016). Supporting the Implementation of Tiered Models of behavior support in early childhood settings. In Handbook of Early Childhood Special Education (1. Edition) (pp. 247-265).Switzerland: Springer.
  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for schoolwide positive behavior support. Focus on Exceptional Children, 42(8), 1-14.
  • Kahraman, G., O., & Soylu Karadayı, N. (2015). Engelli kardese sahip olan cocuklarin engelli kardesleriyle deneyimlerine iliskin gorusleri. Hacettepe Universitesi Saglik Bilimleri Dergisi, 1(2):390-408
  • Kanlikiliçer, P. (2005). Okul oncesi davranis sorunlari tarama olcegi: gecerlilik ve guvenilirlik calismasi. Yayımlanmamis Yüksek Lisans Tezi, Marmara Universitesi Egitim Bilimleri Enstitusu, Istanbul.
  • Karahan, S., Yildirim, S., Demiroz, K., & Ozaydın, L. (2020). COVID-19 surecinde ozel gereksinimli cocuklar ile calisan ogretmenlerin gereksinimlerinin belirlenmesi. International Conference on COVID-19 Studies. https://www.covid19conference.org/conference-book
  • Kaytez, N., Durualp, E., & Kadan, G. (2015). Engelli çocuğu olan ailelerin gereksinimlerinin ve stres duzeylerinin incelenmesi. Egitim ve Ogretim Arastirrmaları Dergisi, 4(1), 197-214.
  • Koska, B. (2019). Okul oncesi ogretmenlerinin ozel gereksinimli olan ve olmayan ogrencilerinin problem davranislarina iliskin degerlendirmeleri. Yayımlanmamis Yüksek Lisans Tezi, Dokuz Eylul Universitesi, İzmir.
  • Local Government Association. (2014). Ensuring quality services: core principles for the commissioning of services for children, young people, adults and older people with learning disabilities and/or autism who display or are at risk of displaying behaviour that challenges. DH, London. https://www.local.gov.uk/sites/default/files/documents/ensuring-qualityservices701.pdf
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage.
  • Miller, J. (2020). So now what? supporting sel at home. https://casel.org/wpcontent/uploads/2020/04/CASEL-CARES-Webinar-II.pdf. adresinden 30 Mayıs 2020 tarihinde alınmıştır.
  • Narzisi, A. (2020). Handle the autism spectrum condition during Coronavirus (COVID-19) stay at home period: Ten tips for helping parents and caregivers of young children. Brain Science, 10(4), 207. https://doi.org/10.3390/brainsci10040207
  • Orsmond, G.I., & Seltzer, M.M. (2000). Brothers and sisters of adults with mental retardation: gendered nature of the sibling relationship. Am J Ment Retard 105:486–508.
  • Orsmond, G.I., & Seltzer, M.M. (2007). Siblings of individuals with autism or Down syndrome: effects on adult lives. J Intellect Disabil Res 51:682–696. Ozbey, S. (2010). Okul oncesi cocuklarda uyum ve davranis problemleriyle basa cikmada ailenin rolu. Sosyal Politika Çalismalari Dergisi, 21(21), 9-18.
  • Ozbey, S. (2012). Ebeveynlerin evlilik uyumu ve algiladiklari sosyal destek ile alti yas cocuklarinin problem davranislari arasindaki iliskinin incelenmesi. Kastamonu Egitim Dergisi, 20(1), 43-62.
  • Ozen, A., Colak, A., & Acar, C. (2002). Zihin ozurlu çocuga sahip annelerin gunluk yasamda karsilastiklari problem davranislarla ilgili gorusleri. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 3(2), 1-13.
  • Parenteau, C., Bent, S., Hossain, B., Chen, Y., Widjaja, F., Breard, M., & Hendren, R. (2020). the experience of parents of children with autism spectrum disorder during the COVID-19 pandemic: A qualitative analysis. https://doi.org/10.21203/rs.3.rs-46426/v1
  • Patton, M.Q. (2001). Qualitative research and evaluation methods (2nd Edition). Thousand Oaks, CA: Sage. Pavlopoulou, G., Wood, R., & Papadopoulos, C. (2020). Impact of COVID-19 on the experiences of parents and family carers of autistic children and young people in the UK. UCL Institute of Education: London, UK.
  • Piskin, M., Ogulmus, S., & Boysan, M. (2011). Guvenli ortami olusturma ogretmen ve yonetici kitabı. TÜBİTAK.
  • Sani Bozkurt, S. (2017). Ozel egitimde dijital destek: Yardimci teknolojiler. Açıkogretim Uygulamaları ve Arastirmalari Dergisi, 3(2), 37-60.
  • Sardohan Yildirim, A. E., & Akcamete, G. (2014). Coklu yetersizligi olan çocuga sahip annelerin erken cocukluk ozel egitimi hizmetleri surecinde karsilastiklari gucluklerin belirlenmesi. Cumhuriyet Uluslararası gitim Dergisi, 3(1), 74-89
  • Senemoglu, N. (2018). Gelisim ogrenme ve ogretim (26. Baskı). Ankara: Ani Yayincilik.
  • Sanli, E. (2012). Ozel egitim ve rehabilitasyon merkezlerine devam eden zihin engelli çocugu olan ailelerin gereksinimlerinin belirlenmesi. Yayımlanmamis Yüksek Lisans Tezi, Ondokuz Mayis Universitesi, Samsun.
  • Sengul Erdem, H., & Fazlioğlu, Y. (2020). Otizm spektrum bozuklugu olan cocuklarin tipik gelisen kardeslerinin davranıssal, sosyal ve duygusal ozellikleri. Kastamonu Egitim Dergisi, 28(4), 1776-1788 . doi: 10.24106/kefdergi.4105
  • Sivrikaya, T., & Çifci Tekinarslan, İ. (2013). Zihinsel yetersizligi olan cocuga sahip annelerde stres, sosyal destek ve aile yuku. Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 14(2), 17-29.
  • Skinner, D, Tsheko N, Mtero-Munyati S, Segwabe M, Chibatamoto P, Mfecane S et al. (2006). Towards a definition of orphaned and vulnerable children. AIDS Behav, 10: 619-626.
  • Smith, M. K. (2000). Recovery from a severe psychiatric disability: Findings of a qualitative study. Psychiatric Rehabilitation Journal. 24, 149- 158.
  • Sprague, J., & Horner, R. (2007). Handbook of school violence and school safety: from research to practice. Shane R. Jimerson & Michael J. Furlong (Eds.). School wide positive behavioral support. Erlbaum Associates, Inc.
  • Şengul Erdem, H., & Fazlioglu, Y. (2020). Otizm spektrum bozuklugu olan çocuklarin tipik gelisen kardeslerinin davranissal, sosyal ve duygusal özellikleri. Kastamonu Eğitim Dergisi, 28(4), 1776-1788.
  • Taner Derman, M., & Başal, H. A. (2013). Okul oncesi cocuklarinda gozlenen davranis problemleri ile ailelerin anne-baba tutumlari arasındaki iliski. Amasya Universitesi Egitim Fakultesi Dergisi, 2(1),115-144.
  • Tomris, G. (2012). Problem davranislari onlemede başariya ilk adım erken egitim programi anaokulu versiyonuna yonelik ogretmen, veli ve rehberlerin gorusleri. Yayımlanmamis Yüksek Lisans Tezi, Anadolu Üniversitesi, Eskişehir
  • Toseeb, U., Asbury, K., Code, A., Fox, L., & Deniz, E. (2020). Supporting families with children with special educational needs and disabilities during COVID-19. PsyArXiv Preprints. doi:10.31234/osf.io/tm69k
  • Toret, G., Ozdemir, S., Gurel-Selimoglu, O., & Ozkubat, U. (2014). Otizmli cocuga sahip olan ebeveynlerin cocuklarinin gunluk yasam ozellikleri, gunluk oyun etkilesimleri, problem davranislar ve iletisim stillerine iliskin gorusleri. Ege Egitim Dergisi, 15(1), 1-44.
  • United Nations (UN) (Birleşmiş Milletler) (2020). Politika notu: COVID-19 salgınının çocuklar üzerindeki etkilerihttps://www.unicef.org/turkey/media/9881/file/COVID- 19%20D%C3%B6neminin%20%C3%87ocuklar%20%C3%9Czerindeki%20Etkilerine%20%C4%B0li%C5%9Fkin%20Politika%20Notu.pdf
  • Yildirim, A., & Simsek, H. (2018). Sosyal bilimlerde nitel arastirma Yontemleri (11.Baskı). Ankara: Seckin.
  • Yildirim, S., Karahan, S., Demiroz, K., Sener O. ve Ozaydin, L. (2020). COVID-19 surecinde ozel gereksinimli cocukların ebeveynlerinin ihtiyacları. International Conference on Covid-19 Studies. https://www.covid19conference.org/conference-book adresinden 9 Temmuz 2020 tarihinde alınmıştır.
  • Yucesoy-Ozkan, S. (2016). Okul oncesi siniflarinda sinif yonetimi ve problem davranislarin kontrolu. B. Sucuoglu & H. Bakkaloglu. (Ed.). Okul oncesinde kaynastırma (ss. 193-260). Ankara: Kok.
There are 53 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Sevim Karahan

Şeyda Yıldırım Parlak

Kübra Demiröz

Mehmet Kaya

Nilay Kayhan

Publication Date January 30, 2021
Published in Issue Year 2021 Volume: 9 Issue: 1

Cite

APA Karahan, S., Yıldırım Parlak, Ş., Demiröz, K., Kaya, M., et al. (2021). Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process. Eğitimde Nitel Araştırmalar Dergisi, 9(1), 76-101.
AMA Karahan S, Yıldırım Parlak Ş, Demiröz K, Kaya M, Kayhan N. Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process. Derginin Amacı ve Kapsamı. January 2021;9(1):76-101.
Chicago Karahan, Sevim, Şeyda Yıldırım Parlak, Kübra Demiröz, Mehmet Kaya, and Nilay Kayhan. “Experiences of the Mothers to Cope With the Problem Behaviors of the Children With Special Needs During Coronavirus (COVID-19) Process”. Eğitimde Nitel Araştırmalar Dergisi 9, no. 1 (January 2021): 76-101.
EndNote Karahan S, Yıldırım Parlak Ş, Demiröz K, Kaya M, Kayhan N (January 1, 2021) Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process. Eğitimde Nitel Araştırmalar Dergisi 9 1 76–101.
IEEE S. Karahan, Ş. Yıldırım Parlak, K. Demiröz, M. Kaya, and N. Kayhan, “Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process”, Derginin Amacı ve Kapsamı, vol. 9, no. 1, pp. 76–101, 2021.
ISNAD Karahan, Sevim et al. “Experiences of the Mothers to Cope With the Problem Behaviors of the Children With Special Needs During Coronavirus (COVID-19) Process”. Eğitimde Nitel Araştırmalar Dergisi 9/1 (January 2021), 76-101.
JAMA Karahan S, Yıldırım Parlak Ş, Demiröz K, Kaya M, Kayhan N. Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process. Derginin Amacı ve Kapsamı. 2021;9:76–101.
MLA Karahan, Sevim et al. “Experiences of the Mothers to Cope With the Problem Behaviors of the Children With Special Needs During Coronavirus (COVID-19) Process”. Eğitimde Nitel Araştırmalar Dergisi, vol. 9, no. 1, 2021, pp. 76-101.
Vancouver Karahan S, Yıldırım Parlak Ş, Demiröz K, Kaya M, Kayhan N. Experiences of the Mothers to Cope with the Problem Behaviors of the Children with Special Needs during Coronavirus (COVID-19) Process. Derginin Amacı ve Kapsamı. 2021;9(1):76-101.
 Download Cover Image