A comparison of social skills in Turkish children with visual impairments, children with intellectual impairments and typically developing children

References

• Akkok, F. 1999. Ilkogretimde sosyal becerilerin gelistirilmesi: Anne baba el kitabi [Developing social skills in the elementary school: Parents’ manual]. Istanbul: Milli Egitim Basimevi
   Google Scholar
• Avcioglu, H. 2001. Isitme engelli cocuklara sosyal becerilerin ogretilmesinde isbirlikci ogrenme yaklasimi ile sunulan ogretim programinin etkililiginin incelenmesi [Examining the effectiveness of program development for teaching social skills to hearing impaired students based on cooperative learning]. Unpublished doctoral diss., Ankara University, Ankara
   Google Scholar
• Baker, B. L., J. Blacher, K. A. Crnic, and C. Edelbrock, 2002. Behavior problems and parenting stress in families of three year old children with and without developmental delays. American Journal on Mental Retardation 107, no. 6: 433–44. doi: 10.1352/0895-8017(2002)107<0433:BPAPSI>2.0.CO;2
   PubMedGoogle Scholar
• Baker, B. L., L. L. McIntyre, J. Blacher, K. Crnic, C. Edelbrock, and C. Low, 2003. Pre-school children with and without developmental delay: Behaviour problems and parenting stress over time. Journal of Intellectual Disability Research, 47, nos. 4–5, 217–30. doi: 10.1046/j.1365-2788.2003.00484.x
   Web of Science ®Google Scholar
• Batu, S., and Kircaali-Iftar, G. 2010. Kaynaştirma [Inclusion]. Ankara: Kok Yayincilik
   Google Scholar
• Buhrow, M. M., T. S. Hartshorne, and S. Bradley-Johnson, 1998. Parents and teachers ratings of the social skills of elementary-age students who are blind. Journal of Visual Impairment and Blindness 92, no. 7: 213–24.
   Google Scholar
• Bunch, G., A. Valeo, 2004. Student attitudes towards peers with disabilities in inclusive and special education schools. Disability & Society 19, no. 1: 61–76. doi: 10.1080/0968759032000155640
   Web of Science ®Google Scholar
• Celeste, M. 2007. Social skills intervention for a child who is blind. Journal of Visual Impairment and Blindness 101, no. 9: 521–33
   Google Scholar
• Cosbey, J. E., S. Johnston, 2006. Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities 31, no. 2: 144–56.
   Web of Science ®Google Scholar
• Demir, S. 2009. Otizmli cocuklarin sosyal becerilerinin farkli degiskenler acisindan degerlendirilmesi [The variables related to the social skills of children and youth with autism]. Unpublished master's thesis, Ankara University, Ankara
   Google Scholar
• Diperna, J. C., R. J. Volpe, 2005. Self-report on the social skills rating system: Analysis of reliability and validity for an elementary sample. Psychology in the Schools 42, no. 4: 345–54. doi: 10.1002/pits.20095
   Web of Science ®Google Scholar
• Dowing, J. E., 1996. Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore: Paul H. Brookes.
   Google Scholar
• Dymond, K. S., 2001. A participatory action research approach to evaluating inclusive school programs. Focus on Autism and Other Developmental Disabilities 6, no. 1: 54–63. doi: 10.1177/108835760101600113
   Google Scholar
• Einfeld, S. L., B. J. Tonge, 1996. Population prevalence psychopathology in children and adolescents with intellectual disability: II epidemiological findings. Journal of Intellectual Disability Research 40, no. 7: 99–109. doi: 10.1111/j.1365-2788.1996.tb00611.x
   PubMed Web of Science ®Google Scholar
• Fently, N., M. Miller, and A. Lampi, 2008. Embed social skills instruction in inclusive settings. Intervention in School and Clinic 43, no. 3: 186–92. doi: 10.1177/1053451207312922
   Web of Science ®Google Scholar
• Ferguson, D. L., 2008. International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education 23, no. 2: 109–20. doi: 10.1080/08856250801946236
   Google Scholar
• Fisher, K., and T. Haufe. 2009. Developing social skills in children who have disabilities through the use of social stories and visual supports. Published master's thesis, Saint Xavier University, Chicago, IL
   Google Scholar
• Frederickson, N., K. Gibb, D. Tunbridge, and A. Chua, 2007. Pathways to inclusion: Moving from special school to mainstream. Educational Psychology in Practice 23, no. 2: 109–27. doi: 10.1080/02667360701320770
   Google Scholar
• Freund, L. S., A. Reiss, 1991. Rating problem behaviors in outpatients with mental retardation: Use of the aberrant behavior checklist. Research in Developmental Disorders 12, no. 4: 435–51. doi: 10.1016/0891-4222(91)90037-S
   PubMed Web of Science ®Google Scholar
• Gresham, F. M., 1997. Social competence and students with behavior disorders: Where we've been, where we are and where we should go. Education and Treatment of Children 20, no. 3: 233–50.
   Google Scholar
• Gresham, F. M., S. N. Elliot, 1987. The relationship between adaptive behavior and social skills: Issues in definition and assessment. The Journal of Special Education 21, no. 1: 167–81. doi: 10.1177/002246698702100115
   Web of Science ®Google Scholar
• Gresham, F. M., S. N. Elliot, 1990. Social Skills Rating System. Circle Pines, MN: American Guidance Services.
   Google Scholar
• Gresham, F. M., D. J. Reschly, 1988. Issues in the conceptualization, classification, and assessment of social skills in the mildly handicapped. Advances in School Psychology 6, no. 5: 203–47.
   Google Scholar
• Guralnick, M. J., 2006. Peer relationships and the mental health of young children with intellectual delays. Journal of Policy and Practice in Intellectual Disabilities 3, no. 1: 49–56. doi: 10.1111/j.1741-1130.2006.00052.x
   Google Scholar
• Hall, J. A., D. J. Schlesinger, and J. P. Dineen, 1997. Social skills training in group with developmentally disabled adults. Research on Social Work Practice 7, no. 2: 187–201.
   Web of Science ®Google Scholar
• Hartup, W. W., M. D. Lougee, 1975. Peers as models. School Psychology Digest 4, no. 1: 11–21.
   Google Scholar
• Hodges, J. S., M. J. Keller, 1999. Visually impaired students’ perceptions of their social integration in collage. Journal of Visual Impairment & Blindness 93, no. 4: 153–65.
   Google Scholar
• Huang, W., A. J. Cuvo, 1997. Social skills training for adults with mental retardation in job-related settings. Behavior Modification 21, no. 1: 3–44. doi: 10.1177/01454455970211001
   PubMed Web of Science ®Google Scholar
• Jindal, S. D., 2004. Generalization and maintenance of social skills of children with visual impairments: Self-evaluation and the role of feedback. Journal of Visual Impairment and Blindness 98, no. 8: 470–83.
   Web of Science ®Google Scholar
• Jindal, S. D., 2005. Use of feedback from sighted peers in promoting social interaction skills. Journal of Visual Impairment and Blindness 99, no. 7: 403–12.
   Web of Science ®Google Scholar
• Jones, A. P., N. Frederickson, 2010. Multi-informant predictors of social inclusion for students with autism spectrum disorders attending mainstream school. Journal of Autism and Developmental Disorders 40, no. 9: 1094–103. doi: 10.1007/s10803-010-0957-3
   PubMed Web of Science ®Google Scholar
• Kargin, T., 2004. Kaynastirma: Tanimi, gelisimi ve ilkeleri [Inclusion: Definition, development and principles]. Ozel Egitim Dergisi 5, no. 2: 1–13.
   Google Scholar
• Kekelis, L. S., 1992. Peer interactions in childhood: The impact of visual impairment. New York: American Foundation for the Blind.
   Google Scholar
• Lane, K. L., C. C. Givner, and M. R. Pierson, 2004. Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. The Journal of Special Education 38, no. 2: 104–10. doi: 10.1177/00224669040380020401
   Web of Science ®Google Scholar
• Lewis, L., J. Trushell, and P. Woods, 2005. Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger syndrome. British Journal of Educational Technology 36, no. 5: 739–55. doi: 10.1111/j.1467-8535.2005.00504.x
   Web of Science ®Google Scholar
• Luiselli, J. K., J. C. McCarty, J. Coniglio, C. Zorilla-Ramiez, and R. F. Putnam, 2005. Social skills assessment and intervention: Review and recommendations for school practitioners. Journal of Applied School Psychology 21, no. 1: 21–38. doi: 10.1300/J370v21n01_02
   Google Scholar
• MacCuspie, P. A., 1996. Promoting acceptance of children with disabilities: From tolerance to inclusion. New York: Cambridge University Press.
   Google Scholar
• Macintosh, K., C. Dissanayake, 2006. Social skills and problem behaviors in school aged children with high-functioning autism and Asperger disorder. Journal of Autism and Developmental Disorders 36, no. 8: 1065–76. doi: 10.1007/s10803-006-0139-5
   PubMed Web of Science ®Google Scholar
• Mahoney, G., F. Perales, 2008. How relationship focused intervention promotes developmental learning. Down Syndrome Research & Practice 13, no. 3: 47–55.
   Google Scholar
• Manetti, M., B. H. Schneider, and G. Siperstein, 2001. Social acceptance of children with mental retardation: Testing the contact hypothesis with an Italian sample. International Journal of Behavioral Development 25, no. 3: 279–86. doi: 10.1080/01650250042000249
   Web of Science ®Google Scholar
• Mathews, T. L., S. B. Fawcett, and J. B. Sheldon, 2009. Effects of a peer engagement program on socially withdrawn children with a history of maltreatment. Child and Behavior Therapy 31, no. 4: 270–91. doi: 10.1080/07317100903333160
   Web of Science ®Google Scholar
• McGaha, C. G., D. C. Farran, 2001. Interactions in an inclusive classroom: The effects of visual status and setting. Journal of Visual Impairment & Blindness 95, no. 2: 80–94.
   Web of Science ®Google Scholar
• Meimer, C. R., J. C. DiPerna, and M. M. Oster, 2006. Importance of social skills in the elementary grades. Education and Treatment of Children 29, no. 3: 409–19.
   Google Scholar
• Merrell, K. W., 2001. Assessment of children's social skills: Recent developments, best practices, and new directions. Exceptionality 9, no. 1: 3–18. doi: 10.1207/S15327035EX091&2_2
   Google Scholar
• Miller, M. J., K. L. Lane, and J. Wehby, 2005. Social skills instruction for students with high-incidence disabilities: A school-based intervention to address acquisition deficits. Preventing School Failure 49, no. 2: 27–39. doi: 10.3200/PSFL.49.2.27-39
   Google Scholar
• Nowicki, E. A., R. Sandieson, 2002. A meta-analysis of school-age children attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development and Education 49, no. 3: 243–65. doi: 10.1080/1034912022000007270
   Google Scholar
• Odluyurt, S., E. Batu, 2010. Gelisimsel yetersizlik gosteren cocuklara kaynastirmaya hazirlik becerilerinin ogretimi [Identifying preparatory skills for inclusion teaching activities to children with developmental disabilities]. Kuram ve Uygulamada Egitim Bilimleri 10, no. 3: 1563–72.
   Web of Science ®Google Scholar
• Odom, S. L., 2000. Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, no. 1, 20–27. doi: 10.1177/027112140002000104
   Web of Science ®Google Scholar
• Odom, S. L., M. A. McEvoy, 1990. Mainstreaming at the preschool level: Potential barriers and tasks for the field. Topics in Early Childhood Special Education 10, no. 2: 48–61. doi: 10.1177/027112149001000205
   Web of Science ®Google Scholar
• Ozdemir, S. 2009. Gorme yetersizligi olan cocuklar ile tipik gelisim gosteren cocuklarin sosyal becerilerinin karsilastirilmasi [Comparison of social skills of children with visual impairments and normal development]. 19th National special education congress, October 22–24, in Marmaris, Mugla, Turkey
   Google Scholar
• Ozdemir, S. 2010. Sosyal beceriler ve sosyal uyumun desteklenmesi [Supporting social skills and social adaptation]. In Ilkogretimde kaynastirma [Inclusion in elementary schools], ed. I. Halil Diken, 292–324. Ankara: Pegem
   Google Scholar
• Ozdemir, S., and A. Ataman. 2010. Gorme yetersizliginden etkilenen çocukların sosyal beceri yetersizligi [Social skills deficits of children with visual impairments]. 20th National special education congress, October 21–23, in Gaziantep, Turkey
   Google Scholar
• Ozdemir, S., O. Gurel, A. Ceyhun, R. Sahin, and M. Kucukozyigit. 2011. Okul oncesi donemde gorme engelli cocuklarla normal gelisim gosteren cocuklarin oyun davranislarinin karsilastirilmasi [Comparison of play behaviors of children with visual impairments and normal development in the preschool stage]. 21st National special education congress, October 20–22, in Cyprus
   Google Scholar
• Peters, S., 2004. Inclusive education: An EFA strategy for all children. Washington, DC: World Bank.
   Google Scholar
• Polat, F., 2011. Inclusion in education: A step towards social justice. International Journal of Educational Development 31, no. 1: 50–8. doi: 10.1016/j.ijedudev.2010.06.009
   Web of Science ®Google Scholar
• Rich, E. C., E. J. Shepherd, and D. W. Nangle, 2008. Validation of the SSRS-T, preschool level as a measure of positive social behavior and conduct problems. Education and Treatment of Children 31, no. 2: 183–202. doi: 10.1353/etc.0.0026
   Google Scholar
• Rosenbulum, L. P., 1998. Best friendship of adolescents with visual impairments: A descriptive study. Journal of Visual Impairment and Blindness 92, no. 9: 593–608.
   Web of Science ®Google Scholar
• Rotheram, E., C. Kasari, B. Chamberlain, and J. Locke, 2010. Social involvement of children with autism spectrum disorders in elementary school classrooms. The Journal of Child Psychology and Psychiatry 51, no. 11: 1227–34. doi: 10.1111/j.1469-7610.2010.02289.x
   PubMed Web of Science ®Google Scholar
• Ruijs, N. M., T. Pectsma, 2009. Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review 4, no. 2: 67–79. doi: 10.1016/j.edurev.2009.02.002
   Web of Science ®Google Scholar
• Rutherford, R. B., J. Chipman, S. A. DiGangi, and K. Anderson, 1992. Teaching social skills: A practical instructional approach. Ann Arbor, MI: Exceptional Innovations.
   Google Scholar
• Sargent, L. R., 1991. Social skills for school and community: Systematic instruction for children and youth with cognitive delay. Washington, DC: The Division on Mental Retardation of the Council for Exceptional Children.
   Google Scholar
• Sazak, E. 2003. Zihin engelli cocuk icin hazirlanan akran aracili sosyal beceri ogretim programinin etkililiginin incelenmesi [The effectiveness of peer tutoring social skills intervention program for individuals with mental retardation]. Unpublished master's thesis, Abant Izzet Baysal University, Bolu, Turkey
   Google Scholar
• Schut, R. B., 1991. The kiss of drama to help visually-impaired adolescents acquire skills. Journal of Visual Impairment and Blindness 85, no. 8: 340–1.
   Web of Science ®Google Scholar
• Silver, C. H., W. Elder, and A. J. DeBolt, 1999. Social skills self-appraised of children with specific arithmetic disabilities. Developmental Neuropsychology 16, no. 1: 117–27. doi: 10.1207/S15326942DN160107
   Web of Science ®Google Scholar
• Sucuoglu, B., and I. Ciftci. 2001. Yapamiyor mu? Yapmiyor mu? Zihinsel engelli cocuklar icin sosyal beceri ogretimi [Can't do? Or don't do? Social skills teaching for children with mental retardation]. Ankara: Ankara Universitesi Basimevi
   Google Scholar
• Sucuoglu, B., O. Ozokcu, 2005. Kaynastirma ogrencilerinin sosyal becerilerinin degerlendirilmesi [Assessment of social skills of inclusive education students]. Ozel Egitim Dergisi 6, no. 1: 41–57.
   Google Scholar
• Symes, W., N. Humphrey, 2010. Peer group indicators of social inclusion among pupils with autism spectrum disorders in mainstream secondary schools: A comparative study. School Psychology International 31, no. 5: 478–94. doi: 10.1177/0143034310382496
   Web of Science ®Google Scholar
• Townsend, M., J. Hassal, 2006. Mainstream students attitudes to possible inclusion in unified sports with students who have an intellectual disability. Journal of Applied Research in Intellectual Disabilities 20, no. 3: 265–73. doi: 10.1111/j.1468-3148.2006.00329.x
   Web of Science ®Google Scholar
• Uysal, A. 2003. Kaynastirma uygulamasi yapan ogretmenlerin kaynastirmaya iliskin gorusleri [Opinions of inclusive education teachers about inclusion]. 13th National special education congress, November 10–13, in Ankara
   Google Scholar
• Williams, G. J., L. Reisberg, 2003. Successful inclusion: Teaching social skills through curriculum integration. Intervention in School and Clinic 38, no. 4: 205–10. doi: 10.1177/105345120303800402
   Web of Science ®Google Scholar
• Wolery, M., K. Huffman, A. Holcombe, K. G. Martin, J. Brookfield, C. Schroder, and M. L. Venn, 1994. Preschool mainstreaming: Perceptions of barriers and benefits by faculty in general early childhood education. Teacher Education and Special Education 17, no. 1: 1–9. doi: 10.1177/088840649401700102
   Google Scholar