https://hdl.handle.net/20.500.12619/432 Sun, 05 Apr 2026 03:01:04 GMT 2026-04-05T03:01:04Z https://hdl.handle.net/20.500.12619/44596 Turkish Adaptation of Beach Center Family Quality of Life Scale Meral, Bekir Fatih; Atilla Cavkaytar Sun, 01 Jan 2012 00:00:00 GMT https://hdl.handle.net/20.500.12619/44596 2012-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44594 Adaptation of the Morningness-Eveningness Stability Scale improved (MESSi) into Turkish Demirhan, Eda; Önder, İsmail; Horzum, Mehmet Barış; Masal, Ercan; Beşoluk, Şenol Morningness-eveningness is an individual difference that is related with various traits such as behavioral problems, personality, and health. The aim of the current study is to adopt the Morningness-Eveningness Stability Scale improved (MESSi) which is a novel assessment tool that consists of subscales of morning affect (MA), eveningness (EV), and distinctness (DI) into Turkish. Concurrent validity of the MESSi along with Big five inventory (BIG-5), Subjective alertness level, Pittsburg Sleep Quality Index (PSQI), Positive and Negative Affect Schedule (PANAS) were analyzed. The scale was administered to 1,076 high school and university students aged 14-47 years (M = 19.49, SD = 3.53). The explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) revealed the three-factor structure of MESSi. According to the concurrent validity result of the MESSi with BIG-5, conscientiousness was found to correlate positively with MA and negatively with EV. Also, extraversion showed a negative correlation with DI and positive correlation with MA. Furthermore, the subjective alertness rating results showed that MA was positively related to alertness in the morning hours and negatively in the evening hours. Also, sleep quality-related results showed that EV and DI are positively related to total PSQI scores and negatively related to MA. In addition, concerning positive affect (PA) and negative affect (NA), MA was positively related with PA and negatively with NA, while DI was negatively related with PA and positively with NA. In overall, MESS' is a valid and reliable instrument and can be used in Turkish students. Tue, 01 Jan 2019 00:00:00 GMT https://hdl.handle.net/20.500.12619/44594 2019-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44602 Family Quality of Life of Turkish Families Who Have Children With Intellectual Disabilities and Autism Meral, Bekir Fatih This study examined family quality of life (FQOL) of Turkish families who have children with intellectual disabilities (ID) and autism. To research the perceptions of FQOL and relevant predictive relationships, data were gathered from 3,009 families who have children with ID and autism. The data were collected by using a Sociodemographic Family Information Form, Beach Center Family Quality of Life Scale, and the Family Support Scale. The FQOL and subdomain perceptions of families who have children with ID and autism were slightly above a moderate level; the highest perceptions were in the Family Interaction domain, and the lowest perceptions were in the Physical/Material Well-Being domain. We computed significant positive correlations between overall FQOL perception and family social support domains as well as between overall FQOL perception and sociodemographic variables. In the prediction of overall FQOL perception, the variable that mostly explained total variance was emotional support. For the covariates of care support, household/income, information support, socioeconomic status, age of child, type of disability, and affiliation support, the ability to predict FQOL was weak. Conversely, age of mothers, employment status of mothers, and material support domain were not important predictors in FQOL. Tue, 01 Jan 2013 00:00:00 GMT https://hdl.handle.net/20.500.12619/44602 2013-01-01T00:00:00Z https://hdl.handle.net/20.500.12619/44600 A Training Programme for a Teacher Working with a Student with ASD: An Action Research Güleç Aslan, Yeşim The qualifications of the educators who teach children with Autism Spectrum Disorders (ASD) may affect the outputs of the education. Qualified educators play an important role in skill development. Therefore, educators need to have special qualifications. Within this scope, it is important to organize well-designed training programs for the educators which aims enabling them to gain the skills and the knowledge specific to autism. In this action research, the problems of the educators working with children with ASD are described, with an aim to solve these problems and to provide training for meeting such needs and to analyze the results. Research data were collected through a variety of methods including observations, meetings, interviews, researcher reflections and artifacts. The data were analyzed via inductive analysis. The findings are interpreted into seven themes as follows: Teaching problems, behavioral problems, dealing with teaching and behavioral problems, educational needs, educational practices aimed at solving the existing problems and meeting the needs and changes in the process of implementation, changes in the performances of the participants, opinions of the participants on educational practices. Findings reveal that the participants did benefit from the educational practices offered. All findings are discussed in parallel with the relevant literature. Tue, 01 Jan 2013 00:00:00 GMT https://hdl.handle.net/20.500.12619/44600 2013-01-01T00:00:00Z