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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/14407
  Comparison of Eating Behaviours, Anthropometric Measures, and Malnutrition Risk in Children With Autism Spectrum Disorder and Other Developmental Disabilities

  Esgin, Ozge; Ari-Arat, Ceren; Yilmaz, Gulsum; Hamitoglu, Aysun

  Purpose This study examined differences in eating behaviours, anthropometric indicators, and malnutrition risk among children aged 5-16 years with autism spectrum disorder (ASD) and other developmental disabilities (DD), including Down syndrome, developmental language disorder, and attention-deficit/hyperactivity disorder (ADHD). Methods This study was carried out using a cross-sectional design and included 220 children attending special education and rehabilitation centres: 97 autistic children (girls: 26, boys: 71) and 123 children with other developmental disabilities (DD; girls: 44, boys: 79). The DD group comprised children with Down syndrome (n = 52, 42.3%), developmental language disorder (n = 58, 47.2%), and attention-deficit/hyperactivity disorder (ADHD; n = 13, 10.6%). Results Autistic children differed from children with other developmental disabilities in both growth patterns and eating behaviour profiles. Height-for-age z-scores were higher in children with ASD than in those with Down syndrome (DS) and developmental language disorder (DLD) (p=.01). Autistic children showed higher Food Fussiness scores than children with DS (p<.05). Associations between eating behaviours and BMI-for-age varied according to diagnostic group (all interaction p<.05). In other developmental disability groups, eating behaviours also varied according to BMI-for-age categories and malnutrition risk (p<.05). Among autistic children, malnutrition risk was associated with higher Food Responsiveness and Slowness in Eating scores (p<.05). Conclusion This study showed that eating behaviours, anthropometric measurements, and malnutrition risk vary among children with ASD and diagnostically distinct developmental disability subgroups, underscoring the importance of individualised, diagnosis-informed nutritional assessment and monitoring.

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12750
  Associations between preschool children’s perspective-taking skills and their perceived abilities and behavioral intentions toward peers with special educational needs

  Ari-Arat, Ceren; Tutkun, Cansu

  The aim of this study was to examine the associations between preschool children’s perceived capabilities, perspective-taking skills, and behavioral intentions toward peers with special educational needs. The sample consisted of 193 preschool children aged 4 to 6 years, selected through convenience sampling from early childhood education centres in Bayburt, Türkiye. A quantitative cross-sectional design was employed. Data were collected using the Child Information Form, the Perceived Capabilities Scale, the Behavioral Intentions Scale, and the Child Perspective-Taking Test. Data collection was conducted in one-on-one sessions over two meetings per child, with an average duration of 18 min. Small but statistically significant positive associations were observed between children’s perceived capabilities and their behavioral intentions across the three peer conditions (r =.283-0.289, p <.01). Small associations were also observed between selected perspective-taking components and behavioral intentions in the bivariate analyses; however, none of the perspective-taking components remained significantly associated with behavioral intentions after the other variables were taken into account. Across the three regression models, perceived capabilities were the only variable that remained significantly associated with behavioral intentions (β = 0.268-0.289, p <.001). The regression models explained a modest proportion of the variance in behavioral intentions (R² = 0.093-0.106; adjusted R² = 0.074-0.087). Exploratory group comparisons indicated selective differences in perspective-taking according to reported experience with peers with SEN; however, these findings should be interpreted cautiously because experience was measured dichotomously and the direct-experience groups were highly unequal. Girls reported slightly higher behavioral intentions toward peers with physical disabilities than boys (t = 2.318, p =.022), whereas no significant age-related differences were observed.

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• Derleme MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/11330
  A Meta-Analysis of Self-Management Strategies to Enhance Educators’ Teaching Performance

  Aydin, Orhan; Ari-Arat, Ceren; Sulu, Mehmet D.

  This meta-analysis examines the effectiveness of self-management strategies in enhancing the teaching performance of educators, with a focus on special education contexts. Thirty-six studies, including peer-reviewed articles and gray literature, were evaluated for methodological rigor using the What Works Clearinghouse (WWC) Design Standards. Of these, 26 studies meeting the standards with or without reservations were further analyzed using descriptive review, meta-analysis, and moderator analysis. Findings revealed self-monitoring is the most frequently used self-management strategy. Among the educators included in the studies, the majority were special education teachers. Effect sizes were calculated using Tau-U for all 26 studies, between-case standardized mean difference (BC-SMD) for 25 studies, and performance-criteria-based effect size (PCES) for 13 studies reporting a mastery criterion. The overall Tau-U indicated a very large effect size of 0.88 (CI95 = [0.74, 1]), and BC-SMD resulted in a large effect size of 0.87 (CI95 = [0.77, 0.98]). The PCES showed an overall effective effect size of 1.15 (CI95 = [1.07, 1.23]). Moderator analysis revealed behavior-specific praise, and fewer years of teaching experience were associated with higher teaching performance effect sizes compared to other relevant categories; however, years of teaching experience and higher teaching performance were positively associated when using BC-SMD calculations. Detailed findings along with corresponding recommendations are discussed. © Hammill Institute on Disabilities 2026. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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• BildiriAçık Erişim2026/r/bayburt/11258
  Autism Awareness Levels of University Students and Their Relationship with Various Variables

  Ari Arat, Ceren

  This cross-sectional quantitative study examined university students’ awareness of autism spectrum disorder (ASD). The sample consisted of 354 students from different academic departments at a public university in Türkiye. Data were collected using the Autism Awareness Scale and a Demographic Information Form and analyzed through descriptive statistics, Pearson correlation, and independent-samples t-tests. Findings indicated relatively high awareness in social interaction, communication, and restricted and repetitive behaviors, whereas knowledge was lower regarding physical characteristics and early warning signs. Core behavioral knowledge was positively associated with peer relationships and early diagnosis indicators. Gender differences were minimal, except for higher early warning scores among females. Prior interaction with individuals with autism and ASD-related coursework were associated with higher awareness across multiple domains, while students without formal education scored higher on physical characteristics. Overall, the findings highlight the importance of direct experience and structured education in improving autism awareness among university students in higher education settings.

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• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11557
  Exploring preschool teachers’ perspectives on social and emotional learning in early childhood: A qualitative inquiry

  Özdemir Beceren, Burcu; Baydemir, Ceren; Arı Arat, Ceren

  This study aimed to explore preschool teachers’ knowledge, perceptions, and classroom practices regarding social-emotional learning in early childhood education settings. The study was designed as a qualitative research study with a phenomenological approach and focused on the lived experiences of 10 preschool teachers working with children aged 3–6 in Çanakkale. Participants were selected through purposive and maximum variation sampling. Data were collected using semi-structured interviews and demographic forms. The interview questions were developed based on a literature review and expert feedback. Data were analyzed using both inductive and deductive content analysis techniques. Themes and sub-themes were formed collaboratively by the researchers. The findings revealed that preschool teachers define SEL mainly through themes such as social-emotional skills, learning methods, and peer education. Communication and empathy were emphasized as key components of SEL. Teachers' responses focused on specific aspects such as social-emotional skills, peer education and learning methods, and reflected a limited understanding of the broader and complex nature of SEL. Play-based learning and learning through role models were the most frequently mentioned methods. Peer education was also identified as a valuable tool in promoting SEL. Teachers expressed the need for more support and training in implementing SEL effectively. Preschool teachers recognize the importance of SEL and apply a variety of strategies in their classrooms. However, their understanding and practices vary depending on their experience and training. This study highlights the need for structured SEL training programs to enhance teachers’ skills and promote more consistent and effective SEL practices in early childhood education.

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  AtıfScopus2·OpenAlex1

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• MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/11199
  A Meta-Analysis of Self-Management Interventions in Teaching Daily Living Skills to Autistic Individuals

  Aydin, Orhan; Sulu, Mehmet D.; Ari-Arat, Ceren

  The current study aimed to conduct a systematic review and meta-analysis of self-management interventions for teaching daily living skills to autistic individuals. This study accessed the corresponding studies by doing a search in six databases. 14 articles and one dissertation met the inclusion criteria. The included studies were first analyzed descriptively and coded according to quality indicators using What Works Clearinghouse (WWC) standards. Second, the effect sizes of the included studies were calculated using two different effect size measures (i.e., Tau-U and performance-criteria-based effect size values [PCES]). Third, these analyses were also conducted for generalization and maintenance data. Of 15 studies included in this review, nine met the WWC standards with and without reservations. Tau-U analyses were conducted for 14 studies, whereas PCES values were calculated for only eight studies with mastery criteria. The findings indicated that the self-management interventions had a.93 CI95 (.80, 1) overall effect size for Tau-U with a very large effect. On the other hand, the overall effect size for the PCES values indicated a moderate effect with.99. The weighted effect sizes in generalization and maintenance phases were very large for Tau-U; however, moderate to high effects for PCES. Although self-management interventions showed diversity, one of the domains of daily living skills (i.e., community living skills) has not been studied in the field. Notably, among the studies in our review, the last ones are from 2019. Detailed findings from descriptive analyses and two different effect size calculations are discussed, and recommendations for future studies are given.

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  AtıfScopus5·WoS3·OpenAlex9

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• MakaleYalnız künye2025Scopus SJRQ2/r/bayburt/11037
  Parental acceptance of children with developmental disabilities in the preschool period: the role of mindfulness in parenting

  Ari-Arat, Ceren; Cetinkaya, Elif; Oz, Koray

  Objectives: Understanding the factors that influence parental acceptance during the preschool period when many children with developmental disabilities are diagnosed is crucial. Mindfulness in parenting is the intentional, nonjudgmental attention a person gives to their child and their parenting actions and is associated with processes of acceptance. This research examines the relationship between parental acceptance and mindfulness in parenting among parents of preschool children with developmental disabilities. Methods: The investigation included 120 parents of preschool-aged children (3–6 years) with developmental disabilities in Turkey. Results: The findings reveal that parental acceptance of children with developmental disabilities varies according to the father’s education level and the child’s age. A significant correlation was found between mindfulness in parenting and parental acceptance. Notably, mindfulness in parenting accounted for approximately 19.2% of the variance in parental acceptance of children with developmental disabilities (R2 = 0.192). Conclusions: The results underscore the importance of interventions aimed at enhancing mindfulness in parenting, particularly in supporting the acceptance processes during the preschool years. This is especially critical for younger children and for fathers with lower educational levels. The study also highlights the need for further research to deepen our understanding of the acceptance process.

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• MakaleYalnız künye2021/r/bayburt/15775
  Okul Öncesi Dönem 5 Yaş Çocuklarının Sosyal Konumları ile Mizaç Özellikleri Arasındaki İlişkinin Belirlenmesi

  Beceren, Burcu Özdemir; Arat, Ceren Ari

  Bu çalışmadaki amaç okul öncesi dönem 5 yaşındaki çocukların sosyal konumları ile mizaç özellikleri\rarasındaki ilişkiyi ortaya koymaktır. Bu araştırmanın örneklemini 2017-2018 eğitim öğretim yılında İzmir\rilinin Buca ilçesinde okul öncesi eğitime devam eden 114 çocuk (70 kız, 44 erkek) ve anneleri ile babaları\rmeydana getirmektedir. Çalışma tarama modelli bir araştırma çalışmasıdır. Okul Öncesi Dönem 5 yaş\rçocuklarının sosyal konumları ile mizaç özellikleri arasındaki ilişkiyi tespit etmek için korelasyon analizi\rgerçekleştirilmiştir. Okul Öncesi Dönem 5 yaş çocuklarının sosyal konumlarınının ve mizaçlarının\rcinsiyetlerine, anne ve babanın çalışma durumlarına, yaşadıkları eve ve aile tipine göre farklılaşmasının\rolup olmadığı Mann-Whitney U testiyle analiz edilmiştir. Okul öncesi dönem 5 yaş çocuklarının sosyal konumları ve mizaçlarının anne ve babalarının eğitim seviyesine, babaların mesleklerine ve kaç kardeş\rolduğuna ve doğum sırasına göre farklılaşıp farklılaşmadığı Kruskal-Wallis Testiyle analiz edilmiştir.\rYapılan bu analizler SPSS 20.0 paket programı ile gerçekleştirilmiştir. Analizlerin sonucunda okul öncesi\rdönem 5 yaş çocuklarının sosyal konum puanları ile sebatkârlık ve ritmiklik alt ölçek puanları arasında\rolumsuz ve anlamlı ilişkiler tespit edilmiştir. Erkeklerin sosyal konumları ve sebatkârlıkları kızlarınkinden\rdaha düşük olarak belirlenmiştir. Anne ve babanın eğitim seviyesine bağlı olarak sosyal konum ve\rsebatkârlık olumlu yönde tepkisellik olumsuz yönde anlamlı farklılaşma göstermiştir. Doğum sırasıyla\rtepkisellik arasında anlamlı farklılaşma olduğu görülmüştür. Geniş ailelerde yaşayan çocuklar çekirdek\railedeki çocuklardan daha sebatkâr bulunmuştur.

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