Ömer Alpgan

We aimed to investigate the relationship between screen time and school readiness. A total of 80 ppreschool children were included. Parents were interviewed about their children’s daily screen time. The Metropolitan Readiness Test was utilized. Results showed that the school readiness of those with a total screen time of 3 hours or less was significantly higher. TV time was inversely associated with reading readiness (B=− 2.30,p < .001), whereas mobile device time was inversely associated with both reading (B = −0.96,p = .04) and numbers readiness (B = −0.98,p = .02). This study point to the importance of supervising children’s screen use, and of awareness of parents and professionals.

Objective: The purpose of this study was to examine the relationship between the variables of mental, physical, and emotional problems in children with developmental disabilities (DDs) and the spousal support perceived by the mothers of those children.Methods: One hundred forty‐three children diagnosed with autism spectrum disorder (ASD, n:43), intellectual disability (ID, n:28), cerebral palsy (CP, n:47), or Down syndrome (DS, n:25) were included in this study. The support that mothers received from their spouses was evaluated using the Spousal Support Scale (SSS). Aggressive behavior in the children was evaluated using the anger‐aggression subscale of the Social Competence and Behavior Evaluation Scale (SCBE‐30). The data obtained were then subjected to statistical comparisons.Results: Multiple comparisons revealed no significant difference between the DD diagnosis groups (ID, CP, ASD, and DS) in terms of spousal support or spousal support sub‐dimension scores (p > 0.05). Significant negative correlation was found between anger‐aggression subscale scores and SSS sub‐parameters (emotional support r = −0.315 p < 0.001, financial and informational support r = −0.285 p < 0.001, appreciation r = −0.299 p < 0.001, social support r = −0.381 p < 0.001, and spouse support score r = −0.389 p < 0.001).Conclusion: Children's anger‐aggression levels were adversely affected by a lack of spousal support for their mothers.

Purpose: The aim of this study is to analyze the impact of quality of family life on parent-child relationship.Design/Methodology/Approach: The sample of this study was consisted of 382 parents with 48-72 months old children with developmental deficiency who continues to receive support from special education services for at least one year. Relational scanning method, which is one of the quantitative research methods, was used in the study. In the study, "Family Information Form" was used to get demographic information of parents and their children, "Beach Center Family Quality of Life Scale (BCFQLS)" to determine parents 'quality of family life, and "Child-Parent Relationship Scale (CPRS)" to determine parents' child relationship.Findings: In the study, it was indicated that as the quality of family life levels of the parents of children with developmental deficiencies decrease, parent-child relationships were affected negatively. In addition, it was found that the education levels of the parents and the state of providing self-care of the child without support differ significantly in both the child-parent relationship and the quality of family life level.Highlights: Many factors affect the quality of family life of parents. One of these factors is that the parents have children with developmental disabilities. If the necessary financial and moral support is provided to these parents, the quality of family life of the parents will be positively affected.

Although studies have investigated relationships between autism spectrum disorder (ASD) and breastfeeding duration, information concerning these children’s nursing styles is limited. This study inv...

AIM: Sleep disorders can affect behaviours and social skills through various different mechanisms. The purpose of this study was to determine whether or not sleep habits can be used as a marker for social competence and behaviour in early childhood in the context of neurodevelopmental disorders. METHODS: Three hundred seventeen children aged 4–6 years were enrolled. Our case group consisted of 166 children with neurodevelopmental disorder and our control group of 151 healthy children. Participants were administered Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5)-based psychiatric evaluation, a data form, the Social Competence and Behavior Evaluation scale (SCBE-30), the Denver Developmental Screening Test II (DDST-II), and the Children’s Sleep Habits Questionnaire (CSHQ). Data obtained from scale scores and psychiatric examination results were subjected to statistical analysis. RESULTS: The mean CSHQ score in the case group was significantly higher than in the control group (p < 0.001). The case group social competence score was significantly lower and anxiety-withdrawal and anger-aggression scores were significantly higher than in the control group (p < 0.001). Male subjects attained lower social competence scale scores. Social competence was higher in the group receiving pre-school education, while anger-aggression and anxiety-withdrawal were lower. Correlation analysis revealed that social competence decreased in line with sleep habits scores, while anger-aggression and anxiety-withdrawal increased. CONCLUSIONS: Social competence scores decreased in line with sleep habits scores, while anger-aggression and anxiety-withdrawal scores increased. It may be beneficial to approach sleep habits as a potential marker of social competence, aggressive, and anxious behaviours and neurodevelopmental disorders in pre-school children, and to intervene early.