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Özel Gereksinimli Bireylerle Gerçekleştirilmiş Ebeveyn Koçluğu Uygulamalarına İlişkin Araştırmaların İncelenmesi: Bir Alanyazın Taraması

Year 2021, Volume: 5 Issue: 1, 189 - 209, 26.04.2021

Turgut Bahçalı , Serhat Odluyurt

https://doi.org/10.32960/uead.888966

Abstract

Bu araştırmanın amacı uluslararası alanyazında Otizm Spektrum Bozukluğu (OSB) ve Zihin Yetersizliği (ZY) olan bireylerle gerçekleştirilmiş ebeveyn koçluğu uygulamalarının etkilerini ortaya koymaktır. Bu amaç doğrultusunda OSB ve ZY olan bireylerle gerçekleştirilmiş ebeveyn koçluğu uygulamalarının etkililiklerini değerlendiren hakemli dergilerde 2020 yılına kadar yayımlanmış makaleler taranmıştır. Tarama sonucunda dâhil edilme kriterlerini (araştırmanın katılımcılarının OSB veya ZY tanısı almış olması, araştırmaların hakemli dergilerde yayımlanmış makale olması, öğretim sürecinde ebeveyn koçluğu uygulaması kullanılması, deneysel/yarı deneysel araştırmalar olması) karşılayan toplam 25 makale çalışmaya dahil edilmiştir. Araştırmaların bulunması için Akademik search complete, Google scholar ve ERIC veri tabanlarından yararlanılmıştır. Ele alınan araştırmaların konu, katılımcı, yaş, yöntem, model, ortam, izleme, genelleme, uygulama güvenirliği, gözlemciler arası güvenirlik, sosyal geçerlik ve bulgular bölümleri incelenerek oluşturulan tabloda ilgili başlıklar altında verilmiştir. Araştırma sonunda ele alınan çalışmaların büyük çoğunluğu ebeveyn koçluğu uygulamalarının OSB ve ZY olan bireylerde kullanımının etkili olduğunu ortaya koymaktadır. Araştırma sonuçlarının ülkemizde özel gereksinimli bireylerle ebeveyn koçluğu uygulamalarıyla ilgili çalışma yapmayı planlayan araştırmacılara yol göstermesi beklenmektedir.

Keywords

Otizm spektrum bozukluğu zihin yetersizliği alanyazın taraması

Supporting Institution

ANADOLU ÜNİVERSİTESİ BİLİMSEL ARAŞTIRMA KOMİSYONU

Project Number

1905E114

References

  • AAIDD, (2010). Intellectual disability: Definition, classificition and systems of supports, 11. Edition.
  • American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders-5 [DSM-5], Arlington: American Psychiatric Association.
  • Bailey, K.M. and Blair, K.S.C. (2015). Feasibility and potential efficacy of the family-centered prevent-teach-reinforce model with families of children with developmental disorders. Research in Developmental Disabilities, 47, 218–233.
  • Bateman, K.J. (2017). The effects of the implementation of parent coaching to increase quality of life for children and families affected by autism spectrum disorder. Unpublished Doctoral Dissertation. USA: Philosophy University of Washington.
  • Beaudoin, A.J., Sébire, G. and Couture, M. (2014). Parent training interventions for toddlers with autism spectrum disorder. Autism Research and Treatment, 3, 1-15.
  • Benson, S.S., Dimian, A.F., Elmquist, M., Simacek, J., McComas, J.J., Symons, F.J. (2018). Coaching parents to assess and treat self-injurious behaviour via telehealth. Journal of Intellectual Disability Research, 62 (12), 1114–1123.
  • Chengappa, K., McNeil, C.B., Norman, M., Quetsch, L.B. and Travers, R.M. (2017). Efficacy of parent-child interaction therapy with parents with intellectual disability, Child & Family Behavior Therapy, 39 (4), 253-282.
  • Cosbey, J. and Muldoon, D. (2017). Eat-up family-centered feeding intervention to promote food acceptance and decrease challenging behaviors: A single-case experimental design replicated across three families of children with autism spectrum disorder. J Autism Dev Disor, 47 (3), 564–578.
  • Cruz-Torres, E., Duffy, M.L., Brady, M.P., Bennett, K.D., Goldstein, P. (2020). Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of video prompting. Journal of Autism and Developmental Disorders, 50 (1), 212–223.
  • Erturk, B., Hansen, S.G., Machalicek, W., Kunze, M. (2020). Parent-implemented early social communication intervention for young children with autism spectrum disorder. Journal of Behavioral Education., https://doi.org/10.1007/s10864-020-09387-1
  • Fettig, A., Schultz, T.R. and Sreckovic, M.A. (2015). Effects of coaching on the implementation of functional assessment-based parent intervention in reducing challenging behaviors. Journal of Positive Behavior Interventions, 17 (3), 170-180.
  • Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
  • Foster, L., Dunn, W., and Lawson, L.M. (2013). Coaching mothers of children with autism: A qualitative study for occupational therapy practice. Phys Occup Ther Pediatr, 33 (2), 253-263.
  • Friedman, M., Woods, J. and Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers moving toward operational definitions. Infants & Young Children, 25 (1), 62–82.
  • Goodman, E.O. (1975). Modeling: A method of parent education. National Council on Family Relations, 24 (1), 7-11.
  • Gough, D., Oliver, S. & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions. A quick guide. Alliance for useful evidence. London.
  • Graham, F., Rodger, S., and Ziviani, J. (2013). Effectiveness of occupational performance coaching in improving children’s and mothers’ performance and mothers’ self-competence. American Journal of Occupational Therapy, 67, 10–18.
  • Hampshire, P.K., Butera, G.D. and Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure, 60 (1), 22–34.
  • Hampshire, P.K. and Allred, K.W. (2018). A parent-implemented, technology mediated approach to increasing self-management homework skills in middle school students with autism, Exceptionality, 26 (2), 119-136.
  • Hargreaves, A., and Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6 (3), 227-241.
  • Hughes, S.M. (2017). Coaching parents of children with ADHD: A western australian study. Unpublished Master Dissertation. Australia: Edith Cowan University.
  • Kemp, P. and Turnbull, (2014). Coaching with parents in early intervention an interdisciplinary research synthesis. Infants & Young Children, 27 (4), 305–324.
  • Kizir, M. (2018). Ayrık denemelerle öğretimin çevrimiçi sunulan aile eğitimi programıyla kazanımının incelenmesi. Yayımlanmamış Doktora Tezi. Bolu: Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Kizir, M. (2019). Otizm spektrum bozukluğu’na yönelik uzaktan koçluk uygulamalarının incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48 (2), 1072-1110.
  • Lane, J.D., Ledford, J.R., Shepley, C., Mataras, T.K., Ayres, K.M., Davis, A.B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38 (3), 135-150.
  • Lai, W. W. & Oei, T. P. S. (2014). Coping in parents and caregivers of children with autism spectrum disorders (ASD): A review. Review Journal of Autism and Developmental Disorders, 1(3), 207-224.
  • Lequia, J., Machalicek, W. and Lyons, G. (2013). Parent education intervention results in decreased challenging behavior and improved task engagement for students with disabilities during academic tasks. Behavioral Interventions Behav. Intervent, 28 (4), 322–343.
  • Lindgren, S., Wacker, D., Schieltz, K., Suess, A., Pelzel, K., Kopelman, T., Lee, J., Romani, P., O’Brien, M. (2020). A randomized controlled trial of functional communication training via telehealth for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders., https://doi.org/10.1007/s10803-020-04451-1
  • McDuffie, A., Machalicek, W., Oakes, A., Haebig, E., Weismer, S.E., Abbeduto, L. (2013). Distance video-teleconferencing in early intervention: Pilot study of a naturalistic parent-implemented language intervention. Topics in Early Childhood Special Education, 33 (3) 172–185.
  • McKnight, L.M., O’Malley-Keighran, M.P. and Carroll, C. (2016). ‘Just wait then and see what he does’: A speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders.  International Journal of Language & Communication Disorders, 51 (6), 757-768.
  • Oliver, P. and Brady, M.P. (2014). Effects of covert audio coaching on parents’ interactions with young children with autism. Behav Analysis Practice, 7 (2), 112–116.
  • Özdemir, O. (2013). Ailelere sunulan hizmetler ve destekler (s. 55-84). Ailelerin danışmanlık, rehberlik ve eğitim gereksinimlerini karşılanması. (s. 177-212), A. Cavkaytar (Ed.). Özel eğitimde aile eğitimi ve rehberliği. Ankara: Vize Yayıncılık.
  • Penney, A. and Schwartz, I. (2018). Effects of coaching on the fidelity of parent implementation of reciprocal imitation training. Autism, 23 (6), 1497-1507.
  • Prata, J., Lawson, W. and Coelho, R. (2018). Parent training for parents of children on the autism spectrum: A review. Journal of Clinical Neurosciences and Mental Health, 5 (3), 1-8.
  • Radley, K.C., Jenson, W.R., Clark, E., O’Neill, R.E. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorder. Psychology in the Schools, 51 (3), 241-255.
  • Raj, A. and Salagame, K. K. (2010). Effect of sensitized coaching on self-efficacy of parents of children with autism. Journal of Developmental Disabilities, 16 (2), 44-51.
  • Ritchotte, J.A. and Zaghlawan, H.Y. (2019). Coaching parents to use higher level questioning with their twice-exceptional children. Gifted Child Quarterly, 63 (2), 86–101.
  • Robertson, R.E., Wehby, J.H. and King, S.M. (2013). Increased parent reinforcement of spontaneous requests in children with autism spectrum disorder: Effects on problem behavior. Research in Developmental Disabilities, 34 (3), 1069–1082.
  • Rogers, S.J., Estes, A., Vismara, L., Munson. J., Zierhut. C., Greenson. J., Dawson. G., Rocha. M., Sugar. C., Senturk. D., Whelan. F., Talbott. M. (2019). Enhancing low-intensity coaching in parent implemented early start denver model intervention for early autism: A randomized comparison treatment trial. Journal of Autism and Developmental Disorders, 49 (8), 632–646.
  • Rush, D.D., Shelden, M.L. and Hanft, B.E. (2003). Coaching families and colleagues: A process or collaboration in natural settings. Infants & Young Children, 16 (1), 33–47.
  • Rush, D.D. and Shelden, M.L. (2005). Evidence-based definitions of coaching practices. CASEinPoint, 1 (6), 1-6.
  • Rush, D.D., and Shelden, M.L. (2011). The early childhood coaching handbook. USA, Baltimore: Brookes.
  • Siller, M., Hotez, E., Swanson, M., Delavenne, A., Hutman, T., Sigman, M. (2018). Parent coaching increases the parents’ capacity for reflection and self-evaluation: results from a clinical trial in autism, Attachment & Human Development, 20 (3), 287-308.
  • Suess, A. N., Romani, P.W., Wacker, D.P., Dyson, S.M., Kuhle, J.L., Lee, J.F., Lindgren, S.D., Kopelman, T.G., Pelzel, K.E., Waldron, D.B. (2014). Evaluating the treatment fidelity of parents who conduct in-home functional communication training with coaching viatelehealth. J Behav Educ, 23 (1), 34–59.
  • Symon, J. (2001). Parent education for autism: issues in providing services at a distance. Journal of Positive Behavior Interventions, 3 (3), 160-174.
  • Tanner, A. and Dounavi, K. (2020). Maximizing the potential for infants atrisk for autism spectrum disorder through a parent-mediated verbal behavior intervention, European Journal of Behavior Analysis., DOI: 10.1080/15021149.2020.1731259
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. (1.Baskı). Ankara: Vize Yayıncılık.
  • TDK, (2018). Türk Dil Kurumu. www.tdk.gov.tr. adresinden 20.12.2018 tarihinde alındı.
  • Uman, L. S. (2011). Systematic Reviews and Meta-Analyses. Information Management for the Busy Practitioner. J Can Acad Child Adolesc Psychiatry, 20,1.
  • Valeri, G., Casula, L., Menghini, D., Amendola, F.A., Napoli, E., Pasqualetti, P., Vicari, S. (2019). Cooperative parent-mediated therapy for Italian preschool children with autism spectrum disorder: A randomized controlled trial. European Child & Adolescent Psychiatry, https://doi.org/10.1007/s00787-019-01395-5

Year 2021, Volume: 5 Issue: 1, 189 - 209, 26.04.2021

Turgut Bahçalı , Serhat Odluyurt

https://doi.org/10.32960/uead.888966

Abstract

Project Number

1905E114

References

  • AAIDD, (2010). Intellectual disability: Definition, classificition and systems of supports, 11. Edition.
  • American Psychiatric Association, (2013). Diagnostic and statistical manual of mental disorders-5 [DSM-5], Arlington: American Psychiatric Association.
  • Bailey, K.M. and Blair, K.S.C. (2015). Feasibility and potential efficacy of the family-centered prevent-teach-reinforce model with families of children with developmental disorders. Research in Developmental Disabilities, 47, 218–233.
  • Bateman, K.J. (2017). The effects of the implementation of parent coaching to increase quality of life for children and families affected by autism spectrum disorder. Unpublished Doctoral Dissertation. USA: Philosophy University of Washington.
  • Beaudoin, A.J., Sébire, G. and Couture, M. (2014). Parent training interventions for toddlers with autism spectrum disorder. Autism Research and Treatment, 3, 1-15.
  • Benson, S.S., Dimian, A.F., Elmquist, M., Simacek, J., McComas, J.J., Symons, F.J. (2018). Coaching parents to assess and treat self-injurious behaviour via telehealth. Journal of Intellectual Disability Research, 62 (12), 1114–1123.
  • Chengappa, K., McNeil, C.B., Norman, M., Quetsch, L.B. and Travers, R.M. (2017). Efficacy of parent-child interaction therapy with parents with intellectual disability, Child & Family Behavior Therapy, 39 (4), 253-282.
  • Cosbey, J. and Muldoon, D. (2017). Eat-up family-centered feeding intervention to promote food acceptance and decrease challenging behaviors: A single-case experimental design replicated across three families of children with autism spectrum disorder. J Autism Dev Disor, 47 (3), 564–578.
  • Cruz-Torres, E., Duffy, M.L., Brady, M.P., Bennett, K.D., Goldstein, P. (2020). Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of video prompting. Journal of Autism and Developmental Disorders, 50 (1), 212–223.
  • Erturk, B., Hansen, S.G., Machalicek, W., Kunze, M. (2020). Parent-implemented early social communication intervention for young children with autism spectrum disorder. Journal of Behavioral Education., https://doi.org/10.1007/s10864-020-09387-1
  • Fettig, A., Schultz, T.R. and Sreckovic, M.A. (2015). Effects of coaching on the implementation of functional assessment-based parent intervention in reducing challenging behaviors. Journal of Positive Behavior Interventions, 17 (3), 170-180.
  • Fixsen, D.L., Naoom, S.F., Blase, K.A., Friedman, R.M., Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
  • Foster, L., Dunn, W., and Lawson, L.M. (2013). Coaching mothers of children with autism: A qualitative study for occupational therapy practice. Phys Occup Ther Pediatr, 33 (2), 253-263.
  • Friedman, M., Woods, J. and Salisbury, C. (2012). Caregiver coaching strategies for early intervention providers moving toward operational definitions. Infants & Young Children, 25 (1), 62–82.
  • Goodman, E.O. (1975). Modeling: A method of parent education. National Council on Family Relations, 24 (1), 7-11.
  • Gough, D., Oliver, S. & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions. A quick guide. Alliance for useful evidence. London.
  • Graham, F., Rodger, S., and Ziviani, J. (2013). Effectiveness of occupational performance coaching in improving children’s and mothers’ performance and mothers’ self-competence. American Journal of Occupational Therapy, 67, 10–18.
  • Hampshire, P.K., Butera, G.D. and Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure, 60 (1), 22–34.
  • Hampshire, P.K. and Allred, K.W. (2018). A parent-implemented, technology mediated approach to increasing self-management homework skills in middle school students with autism, Exceptionality, 26 (2), 119-136.
  • Hargreaves, A., and Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6 (3), 227-241.
  • Hughes, S.M. (2017). Coaching parents of children with ADHD: A western australian study. Unpublished Master Dissertation. Australia: Edith Cowan University.
  • Kemp, P. and Turnbull, (2014). Coaching with parents in early intervention an interdisciplinary research synthesis. Infants & Young Children, 27 (4), 305–324.
  • Kizir, M. (2018). Ayrık denemelerle öğretimin çevrimiçi sunulan aile eğitimi programıyla kazanımının incelenmesi. Yayımlanmamış Doktora Tezi. Bolu: Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü.
  • Kizir, M. (2019). Otizm spektrum bozukluğu’na yönelik uzaktan koçluk uygulamalarının incelenmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 48 (2), 1072-1110.
  • Lane, J.D., Ledford, J.R., Shepley, C., Mataras, T.K., Ayres, K.M., Davis, A.B. (2016). A brief coaching intervention for teaching naturalistic strategies to parents. Journal of Early Intervention, 38 (3), 135-150.
  • Lai, W. W. & Oei, T. P. S. (2014). Coping in parents and caregivers of children with autism spectrum disorders (ASD): A review. Review Journal of Autism and Developmental Disorders, 1(3), 207-224.
  • Lequia, J., Machalicek, W. and Lyons, G. (2013). Parent education intervention results in decreased challenging behavior and improved task engagement for students with disabilities during academic tasks. Behavioral Interventions Behav. Intervent, 28 (4), 322–343.
  • Lindgren, S., Wacker, D., Schieltz, K., Suess, A., Pelzel, K., Kopelman, T., Lee, J., Romani, P., O’Brien, M. (2020). A randomized controlled trial of functional communication training via telehealth for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders., https://doi.org/10.1007/s10803-020-04451-1
  • McDuffie, A., Machalicek, W., Oakes, A., Haebig, E., Weismer, S.E., Abbeduto, L. (2013). Distance video-teleconferencing in early intervention: Pilot study of a naturalistic parent-implemented language intervention. Topics in Early Childhood Special Education, 33 (3) 172–185.
  • McKnight, L.M., O’Malley-Keighran, M.P. and Carroll, C. (2016). ‘Just wait then and see what he does’: A speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders.  International Journal of Language & Communication Disorders, 51 (6), 757-768.
  • Oliver, P. and Brady, M.P. (2014). Effects of covert audio coaching on parents’ interactions with young children with autism. Behav Analysis Practice, 7 (2), 112–116.
  • Özdemir, O. (2013). Ailelere sunulan hizmetler ve destekler (s. 55-84). Ailelerin danışmanlık, rehberlik ve eğitim gereksinimlerini karşılanması. (s. 177-212), A. Cavkaytar (Ed.). Özel eğitimde aile eğitimi ve rehberliği. Ankara: Vize Yayıncılık.
  • Penney, A. and Schwartz, I. (2018). Effects of coaching on the fidelity of parent implementation of reciprocal imitation training. Autism, 23 (6), 1497-1507.
  • Prata, J., Lawson, W. and Coelho, R. (2018). Parent training for parents of children on the autism spectrum: A review. Journal of Clinical Neurosciences and Mental Health, 5 (3), 1-8.
  • Radley, K.C., Jenson, W.R., Clark, E., O’Neill, R.E. (2014). The feasibility and effects of a parent-facilitated social skills training program on social engagement of children with autism spectrum disorder. Psychology in the Schools, 51 (3), 241-255.
  • Raj, A. and Salagame, K. K. (2010). Effect of sensitized coaching on self-efficacy of parents of children with autism. Journal of Developmental Disabilities, 16 (2), 44-51.
  • Ritchotte, J.A. and Zaghlawan, H.Y. (2019). Coaching parents to use higher level questioning with their twice-exceptional children. Gifted Child Quarterly, 63 (2), 86–101.
  • Robertson, R.E., Wehby, J.H. and King, S.M. (2013). Increased parent reinforcement of spontaneous requests in children with autism spectrum disorder: Effects on problem behavior. Research in Developmental Disabilities, 34 (3), 1069–1082.
  • Rogers, S.J., Estes, A., Vismara, L., Munson. J., Zierhut. C., Greenson. J., Dawson. G., Rocha. M., Sugar. C., Senturk. D., Whelan. F., Talbott. M. (2019). Enhancing low-intensity coaching in parent implemented early start denver model intervention for early autism: A randomized comparison treatment trial. Journal of Autism and Developmental Disorders, 49 (8), 632–646.
  • Rush, D.D., Shelden, M.L. and Hanft, B.E. (2003). Coaching families and colleagues: A process or collaboration in natural settings. Infants & Young Children, 16 (1), 33–47.
  • Rush, D.D. and Shelden, M.L. (2005). Evidence-based definitions of coaching practices. CASEinPoint, 1 (6), 1-6.
  • Rush, D.D., and Shelden, M.L. (2011). The early childhood coaching handbook. USA, Baltimore: Brookes.
  • Siller, M., Hotez, E., Swanson, M., Delavenne, A., Hutman, T., Sigman, M. (2018). Parent coaching increases the parents’ capacity for reflection and self-evaluation: results from a clinical trial in autism, Attachment & Human Development, 20 (3), 287-308.
  • Suess, A. N., Romani, P.W., Wacker, D.P., Dyson, S.M., Kuhle, J.L., Lee, J.F., Lindgren, S.D., Kopelman, T.G., Pelzel, K.E., Waldron, D.B. (2014). Evaluating the treatment fidelity of parents who conduct in-home functional communication training with coaching viatelehealth. J Behav Educ, 23 (1), 34–59.
  • Symon, J. (2001). Parent education for autism: issues in providing services at a distance. Journal of Positive Behavior Interventions, 3 (3), 160-174.
  • Tanner, A. and Dounavi, K. (2020). Maximizing the potential for infants atrisk for autism spectrum disorder through a parent-mediated verbal behavior intervention, European Journal of Behavior Analysis., DOI: 10.1080/15021149.2020.1731259
  • Tekin-İftar, E. ve Kırcaali-İftar, G. (2012). Özel eğitimde yanlışsız öğretim yöntemleri. (1.Baskı). Ankara: Vize Yayıncılık.
  • TDK, (2018). Türk Dil Kurumu. www.tdk.gov.tr. adresinden 20.12.2018 tarihinde alındı.
  • Uman, L. S. (2011). Systematic Reviews and Meta-Analyses. Information Management for the Busy Practitioner. J Can Acad Child Adolesc Psychiatry, 20,1.
  • Valeri, G., Casula, L., Menghini, D., Amendola, F.A., Napoli, E., Pasqualetti, P., Vicari, S. (2019). Cooperative parent-mediated therapy for Italian preschool children with autism spectrum disorder: A randomized controlled trial. European Child & Adolescent Psychiatry, https://doi.org/10.1007/s00787-019-01395-5
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Makaleler
Authors

Turgut Bahçalı 0000-0001-8936-3972

Serhat Odluyurt 0000-0001-5861-0627

Project Number 1905E114
Publication Date April 26, 2021
Acceptance Date April 16, 2021
Published in Issue Year 2021 Volume: 5 Issue: 1

Cite

APA Bahçalı, T., & Odluyurt, S. (2021). Özel Gereksinimli Bireylerle Gerçekleştirilmiş Ebeveyn Koçluğu Uygulamalarına İlişkin Araştırmaların İncelenmesi: Bir Alanyazın Taraması. Ulusal Eğitim Akademisi Dergisi, 5(1), 189-209. https://doi.org/10.32960/uead.888966
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