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    The educational skills self-competence scale for parents of children with autism spectrum disorder: A validity and reliability study
    (2024) Karaca, Muhammed Abdulbaki; Sarı, Hakan
    Aim: This study aims to develop an educational skills self-competence scale for parents of children with autism spectrum disorder (ASD). Methods: In the current study, the self-competence scale regarding the educational skills of parents having a child identified with Autism Spectrum Disorder was developed, and validity and reliability studies were conducted. The scale development process included generating the scale items, studies on the content, and face validity, conducting a pilot study, item analysis, conducting EFA and CFA, and reliability studies. Results: The factor loadings of the items included in the scale range from 0.50 to 0.812. The 6-factor structure explains 65.151% of the total variability as a result of the exploratory factor analysis. Cronbach alpha coefficient of the scale was found to be .921 for cognitive skills, .937 for language and communication skills, .854 for social and emotional skills, .874 for problem behaviors, .837 for psychomotor skills, and .837 for self-care skills. It is seen that the overall reliability coefficient of the scale was calculated as .962. Confirmatory factor analysis (CFA) was used to determine the quality and overall structure of the factors calculated, and the extent to which the scale explains self-competence regarding parents’ educational competencies. Conclusion: Data is a good fit with the model; and the 6-dimensional structure consisting of 40 items was confirmed. As a result of the study, it was concluded that the scale could measure the self-competency regarding the educational competencies of parents having children identified with ASD.
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    Identifying the Educational Needs of Parents of Children Diagnosed with Autism Spectrum Disorder in Early Childhood
    (2024) Karaca, Muhammed Abdulbaki; Sarı, Hakan
    Educational competencies for parents include the ability to acquire skills related to activities that aid in the social and emotional development of their children as well as the ability to manage problem behaviour and monitor their children’s behaviour. Additionally, the aim is to enable children to acquire communication and interaction skills, self-care skills, psychomotor and cognitive skills, and to facilitate their children’s social interaction. The aim of this study is to determine the educational needs of parents having a child diagnosed with autism spectrum disorder in early childhood. The semi-structured interview, which is part of the qualitative research technique, was used in the present study. Data were gathered through a semi-structured interview form. The participants of this research consisted of 20 parents having a child diagnosed with autism spectrum disorder in early childhood and living in Konya. The obtained data were analyzed using a descriptive analysis technique. The results of the study have revealed that parents having a child diagnosed with autism spectrum disorder in early childhood feel inadequate about helping their children acquire social and emotional skills, cognitive skills, language and communication skills, self-care skills, fine and gross motor skills, and dealing with the problem behaviors exhibited by their children diagnosed with autism spectrum disorder. Parents reported that they need training programs on these issues. It is suggested that parent training programs should be effectively implemented and school administrators play a supportive role in parental education by cooperating with school counseling services and teachers.