Training Home Safety Skills to Parents of Children with Autism Spectrum Disorder: A Multilevel Mixed Study

Şahin, Candan Hasret; Çolak, Aysun

doi:10.1080/09362835.2022.2130320

Cited by 2 publications

(7 citation statements)

References 40 publications

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“…In seven of the thesis studies, qualitative aspect is more dominant than the quantitative one. Apart from one of them (Bayrakli, 2016), generally separate samples were selected to collect quantitative and qualitative research data (Bural, 2020;Cankuvvet, 2015;Deniz, 2019;Eker, 2020;Icyuz, 2019;Sahin, 2019).…”

Section: Mixed Methods Research Designs In Graduate Thesis Studiesmentioning

confidence: 99%

“…In intervention studies, the effectiveness of a program either developed or adapted by the researcher is investigated over the individual with special needs, her/his family, teachers, or various other stakeholders. In these studies, interventions are designed and conducted for different components, such as parent-child interaction (Karaaslan, 2010;Toper-Korkmaz, 2015;Tomris, 2019), social skills (Kaya, 2011;Sani-Bozkurt, 2016;Icyuz, 2019), and problem behaviors (Kahveci, 2015;Melekoglu, 2017); in other studies under examination, parental needs (Bayrakli, 2016;Cankuvvet, 2015;Sahin, 2019) and teachers' professional competence (Bilgic, 2018;Karaca, 2018;Deniz, 2019;Celik, 2019;Eker, 2020;Bural, 2020) are chosen as the focus. Additionally, another noteworthy finding points out that 9 of the thesis studies directly regard inclusive education (Bayrakli, 2016;Bilgic, 2018;Celik, 2019;Icyuz, 2016;Karaca, 2018;Karahan, 2019;Melekoglu, 2017;Yildirim-Hacıibrahimoglu, 2013;Yilmaz, 2014).…”

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

“…Additionally, another noteworthy finding points out that 9 of the thesis studies directly regard inclusive education (Bayrakli, 2016;Bilgic, 2018;Celik, 2019;Icyuz, 2016;Karaca, 2018;Karahan, 2019;Melekoglu, 2017;Yildirim-Hacıibrahimoglu, 2013;Yilmaz, 2014). In almost half of these thesis studies (8), first a needs analysis was carried out to explore and describe the current condition, and then the effectiveness of intervention was investigated following the implementation of a program formulated following needs analysis (Bayrakli, 2016;Bural, 2020;Cankuvvet, 2015;Celik, 2019;Deniz, 2019;Eker, 2020;Karaca, 2018;Sahin, 2019). For instance, Cankuvvet (2015) describes this process in her study as follows:…”

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

“…In some studies (e.g. Sahin, 2019), quantitative and qualitative research questions are presented separately. In others (e.g.…”

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

“…Mostly descriptive, content, and inductive analysis procedures are chosen for the qualitative aspect of the studies. In some of the thesis studies, though, more than one technique (e.g., descriptive analysis + content analysis) is utilized concurrently (e.g., Sahin, 2019).…”

Section: Qualitative Data Collection Techniques In the Thesis Studiesmentioning

confidence: 99%

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Analysis of Mixed Methods Graduate Thesis Studies in Special Education Programs in Turkey

Doğan¹,

Çelik²,

Tomris³

2022

ENAD

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This research aims to analyze mixed methods graduate thesis studies completed between 2010 and 2020 in special education programs in Turkey. The literature scan has yielded 26 studies. A qualitative research method, analytical research design has been employed in this study. Research data has been obtained from documents – namely the graduate thesis studies – and analyzed through content analysis carried out following fundamental stages of mixed methods research as proposed in the literature. These stages served as themes in this study: 'Determining the research aim and research questions', 'Selecting a mixed methods research design', 'Explaining the rationale for the mixed methods approach', 'Sampling', 'Collecting the data', 'Analysing the data', 'Integrating, interpreting and reporting the data', 'Researcher competencies and roles' and 'Ethics'. The limitations observed in the methodology and reporting of the thesis studies have suggested that the quality standards of mixed methods research are not reflected on the studies. These limitations include confusion in terminology, lack of explanation as to why the method and the design have been employed, restricted validity and reliability, and lack of integration through blending quantitative and qualitative data. In summary, despite the increase in the number of mixed methods research studies in special education has contributed to the field, it is still debatable whether the philosophical perspective behind the method and its strong suits can be reflected on the studies.

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Section: Mixed Methods Research Designs In Graduate Thesis Studiesmentioning

confidence: 99%

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

“…In some studies (e.g. Sahin, 2019), quantitative and qualitative research questions are presented separately. In others (e.g.…”

Section: General Descriptive Features Of the Thesis Studiesmentioning

confidence: 99%

Section: Qualitative Data Collection Techniques In the Thesis Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Analysis of Mixed Methods Graduate Thesis Studies in Special Education Programs in Turkey

Doğan¹,

Çelik²,

Tomris³

2022

ENAD

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Zihinsel Yetersizliği Olan Bireylere Ev İçi Güvenlik Becerilerinin Kazandırılması

Yurdabakan,

Ünal,

Arvas

et al. 2024

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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Gelişimsel yetersizliği olan bireyler gelişimsel farklılıkları sebebiyle günlük yaşamları sırasında tehlikeli durumları fark etmede ve önlem almada tipik gelişim gösteren akranlarına kıyasla daha fazla risk altındadırlar. Güvenlikle ilgili beceriler kapsamında ele alınan ev-içi güvenlik becerileri gelişimsel yetersizliği olan çocukların bağımsızlık kazanmaları için öğrenmeleri gereken en önemli beceriler arasında değerlendirilmektedir. Bu araştırmada zihinsel yetersizliği olan bireylere ev-içi güvenlik becerilerinin öğretiminde sabit bekleme süreli öğretim yönteminin etkililiğini araştırmak amaçlanmıştır. Araştırmanın sosyal geçerliliği ise zihinsel yetersizliği olan bireylerin öğretmenlerinin ve annelerinin görüşleri alınarak değerlendirilmiştir. Araştırma, Aydın ilinde bulunan, zihinsel yetersizlik tanısı almış, 7-10 yaşları arasında üç öğrenci ile yürütülmüştür. Araştırmada tek-denekli araştırma yöntemlerinden katılımcılar arası yoklama denemeli çoklu yoklama modeli kullanılmıştır. Araştırma verileri grafiksel analiz yöntemiyle analiz edilmiştir. Araştırmadan elde edilen bulgular, sabit bekleme süreli öğretim yönteminin zihinsel yetersizliği olan bireylere ev içi güvenlik becerilerini kazandırılmasında, öğretimin ardından iki, üç ve beş hafta sonra hedef davranışın kalıcılığının sürdürülmesinde, farklı ortam, kişi ve araç-gereçlere genellenmesinde etkili olduğunu ortaya koymaktadır. Araştırmanın sosyal geçerlik bulguları incelendiğinde, katılımcıların öğretmenleri ve anneleri ev-içi güvenlik becerilerinin çocuklar için önemli olduğunu ve çalışmaya katılmalarının yaşamlarına olumlu etkisinin olacağını belirtmişlerdir.

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Training Home Safety Skills to Parents of Children with Autism Spectrum Disorder: A Multilevel Mixed Study

Cited by 2 publications

References 40 publications

Analysis of Mixed Methods Graduate Thesis Studies in Special Education Programs in Turkey

Analysis of Mixed Methods Graduate Thesis Studies in Special Education Programs in Turkey

Zihinsel Yetersizliği Olan Bireylere Ev İçi Güvenlik Becerilerinin Kazandırılması

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