The Adaptation of Developmental Sentence Scoring and Index of Productive Syntax to Turkish.

Purpose: Language sampling analysis (LSA) plays an important role in evaluating language skills; hence, the study aimed to develop new assessment measures for the LSA in Turkish as alternatives to mean length of utterance (MLU) and the Language Assessment, Remediation and Screening Procedure. With this aim, Developmental Sentence Scoring (DSS) and the Index of Productive Syntax (IPSyn) were adapted to Turkish.

Method: Eighty monolingual Turkish children were included in the study, and the age range was from 2;0 to 5;11 (years;months).

Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey.

This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples.

A Comparison between School and Home Rating Scales and Reliability-Validity of the Scales-the Scales for Diagnosing Attention-Deficit/Hyperactivity Disorder.

Introduction: The purpose of the present research is to compare the Turkish translations of school and home versions of the Scales for Diagnosing Attention-Deficit/Hyperactivity Disorder (SCALES) developed by Ryser and McConnell with respect to age and gender and to examine the correlation between the two scales.

Method: The research was conducted with 102 teachers and parents of 891 children aged between 5.0 and 14.

[An investigation of the imitation skills in children with autism spectrum disorder and their association with receptive-expressive language development].

Aims: This study aimed to compare imitation skills in children with autism spectrum disorder, and age-matched typically developing children and children with developmental delay, as well as to examine the association between imitation skills, and receptive and expressive language development in children with autism spectrum disorder.

Materials And Methods: Imitation skills in children with autism spectrum disorder (n=18), and age-matched children with developmental delay (n=15) and typically developing children (n= 16) were assessed using the Motor Imitation Scale and Imitation Battery, and the differences in mean imitation scores between the groups were examined. Receptive language and expressive language development in the children with autism spectrum disorder were assessed using the Turkish Communicative Development Inventory (TCDI), and their association with imitation scores was explored.