168
Posters Advancing Comprehensive Early Childhood Intervention
Session 3
HEALTH Topic - Autism Spectrum Disorder
p3.05 Early Signs and Common Developmental Milestones in Children With Autism Presenting Author: Dragan Daskalovski (North Macedonia) Affiliation: Uchilnica Daskalovski- Center for Early Intervention, Stimulation and Re-Education of Psycho-Motor Development Co-Author: Natasha Chichevska Jovanova Early identification of autism is essential for timely intervention and support for children with this disorder. This research analyzed early signs and common developmental milestones in 50 children (up to 60 months) diagnosed with autism, using parental report questionnaires and systematic observations. The qualitative data analysis showed that parents' first concerns typically arise around the first year, with the most common delays in speech and social interactions. Significant factors contributing to these delays included support for rigid routines, a focus on specific interests in children, and excessive screen time exposure. The findings highlighted that parents play a crucial role in early detection and in mitigating delays through targeted support. This research provides valuable insights that can help in creating specific interventions, while further studies are necessary to confirm and expand the results obtained. p3.06 The Effect of Virtual Reality-Based Instruction on the Acquisition of Safety Skills by Young Children With Autism Spectrum Disorder (ASD) Disaster preparedness, as part of safety skills, has started to be included in the literature regarding young children with ASD. Turkey is located in a region prone to earthquakes across almost all geographical areas. Individuals with ASD are at a disadvantage in terms of earthquake preparedness compared to their typically developing peers. This study aimed to examine the effects of virtual reality- based instruction on teaching earthquake preparedness skills to young children with ASD. A multiple probe design across participants was used. The goal was to teach three children with ASD the "Drop, Cover, and Hold On" technique. Results showed that the children acquired and maintained the skill. Parents and teachers provided positive feedback on the targeted skill, procedures, and outcomes. Further findings, discussion, limitations, and recommendations will be in conference. Presenting Author: Esra Orum Çattik (Turkey) Affiliation: Eskisehir Osmangazi University Co-Authors: Melih Çattık, Ahmet İlkhan Yetkin p3.08 Examining the Relationship Between Screen Addiction and Parent-Child Interaction in Children With Autism Spectrum Disorder Presenting Author: Ibrahim H. Diken (Turkey) Affiliation: Anadolu University Co-Authors: Ozlem Diken, Murat Eyuboglu, Damla Eyuboglu, Erkan Kurnaz, Ali Kaymak, Gokhan Ince, Alperen Sagdic and Ugur Onur Gunden As part of the financially supported project of Anadolu University, this study aims to examine the relationship between screen addiction and Turkish parent-child interaction in children with autism spectrum disorder (ASD) using a relational survey model. 120 participants, consisting of at least 60 children diagnosed with ASD aged 2-6 and their mothers, will be involved. Data will be collected through video recordings of mother-child play interactions, a demographic information form based on the mothers' perspectives, and scales that assess the children's level of ASD. The data will be gathered and analyzed using the following tools: Parent Behavior Assessment Scale – Turkish Version (EBÖÖ-TV), Child Behavior Assessment Scale - Turkish Version (ÇBÖÖ-TV), Adapted Autism Behavior Checklist (U-ODKL), and Social Interaction Assessment Tool (SEÖF-TV). At the end of the study, comprehensive descriptive and relational scientific reports will be generated regarding the screen addiction levels of children aged 2-6 diagnosed with ASD, the levels of ASD, the interaction scores of the mothers, the interaction scores of the children, and the children's social interaction skills. This study aims to explore in-depth the experiences of Turkish families with children with autism in the early childhood period. The focus will be on their perceptions of the early intensive behavioral intervention (EIBI) process. Semi-structured interviews will be conducted with families to gather detailed qualitative data, which will be analyzed using appropriate qualitative analysis methods. The study will focus on key topics, such as families' participation in the EIBI program; observed developmental changes in their children; the impact of the program on their daily life; the empowerment levels of both families and their children; the support needs of families; the integration of EIBI practices into daily routines; and how families internalize and reflect the program's strategies into their everyday lives. This study is expected to contribute to improving the quality of EIBI services for children with autism. p3.07 Effectiveness of Online Coaching for Parents Using Naturalistic Teaching in Autism Presenting Author: Ahmet İlkhan Yetkin (Turkey) Affiliation: İnönü University Co-Authors: Veysel Aksoy (Anadolu University)
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