Turkish Mothers' Verbal Interaction Practices and Self-Efficacy Beliefs regarding Their Children with Expressive Language Delay

Autor/inn/en	Diken, Ibrahim H.; Diken, Ozlem
Titel	Turkish Mothers' Verbal Interaction Practices and Self-Efficacy Beliefs regarding Their Children with Expressive Language Delay
Quelle	In: International Journal of Special Education, 23 (2008) 3, S.110-117 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Verbal Communication; Delayed Speech; Mothers; Self Efficacy; Language Impairments; Parent Child Relationship; Expressive Language; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Sprachverzögerung; Mother; Mutter; Self-efficacy; Selbstwirksamkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Türkei
Abstract	The purpose of this study was to explore Turkish mothers' verbal interaction practices and their maternal self-efficacy beliefs regarding their children with expressive language delay. Participants included 33 Turkish mothers of children with expressive language delay. Results indicated that mothers in general use child directed talk strategies or practice appropriate verbal interactions with their children with expressive language delay and in general had high level of self-efficacy. Mothers who felt themselves efficacious most of the time while communication with their children with expressive language delay used verbal interaction practices more than mothers who felt themselves efficacious sometimes. Results were discussed extensively. (Contains 2 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10