Parent-Implemented Interventions for Children with Special Needs in Türkiye: An Analysis of Single-Subject Research Studies.
Turkish parents deliver behavioral interventions well, yet most local studies skip the generalization and maintenance checks we usually require.
01Research in Context
What this study did
The team looked at every single-case study done in Türkiye where parents ran the intervention.
They found 22 small studies covering kids with autism, Down syndrome, and other delays.
Each study taught moms or dads to deliver ABA, language, or social skills lessons at home.
What they found
Parents hit high fidelity and kids learned the target skill in every paper.
Only a handful of studies checked if the skill lasted weeks later or popped up in new places.
In short: parents can do it, but we rarely track if it sticks.
How this fits with other research
Ingersoll et al. (2007), Gunning et al. (2020), and Capio et al. (2013) all show the same thing in the U.S.—parents run interventions well and gains generalize.
Those papers actually measured generalization and maintenance, filling the gap the Turkish set missed.
Turgeon et al. (2021) and Llanes et al. (2020) go one step further: they train parents online and still see gains, proving you don’t have to be in the room.
Porter et al. (2008) adds a warning—high parenting stress can erase the best program, so check caregiver load before you start.
Why it matters
You can trust Turkish-speaking parents to carry out your plan at home, but build in weekly generalization probes and stress checks.
Add a quick online booster like Stéphanie’s four-week module if travel is tough.
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02At a glance
03Original abstract
This article summarizes single-subject research studies that investigated the impact of interventions implemented by parents or family members of children with special needs living in Türkiye. In this study, 22 research studies conducted between 2013 and 2023 were analyzed in terms of their participants, methodological characteristics, characteristics of the training program implemented, and outcomes. Most of the child participants were boys, and most of the children were of school age. Mothers dominated parental involvement, but siblings also played an important role. The most frequently used design in the research methods was a multiple probe across participants design. While intervention fidelity data are reported in many research studies, implementation fidelity data are often omitted. The outcomes of the reviewed research show that parents successfully implemented the intervention and taught target skills to their children after the intervention they performed. However, generalization and maintenance findings were limited. The lack of clear reporting of parent training procedures makes it difficult to draw inferences about the effectiveness of the training. In general, although there is methodological diversity in the research reviewed, there is a need to be more rigorous about the clarity of the processes.
, 2024 · doi:10.3390/bs14121211