Browsing by Author "Opengin, Ercan"

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An Investigation of Cognitive Profiles of Children With Attention Deficit Hyperactivity Disorder Through Anadolu-Sak Intelligence Scale
(Ankara Univ, Fac Educational Sciences, 2020) Cirik, Mevlut; Sak, Ugur; Opengin, Ercan
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neuropsychiatric disorders in childhood. Intelligence scales are widely used as a supplement to other instruments in the diagnosis of ADHD because ADHD can inhibit some cognitive processes related to intelligence. The purpose of this study was to investigate cognitive profiles of children with ADHD on Anadolu Sak Intelligence Scale (ASIS). The participants were 102 children with ADHD. Between-groups analyses showed that children with ADHD had significantly lower scores than the normative sample in all indexes and subscales of the ASIS. Within group analysis showed that the mean score of the ADHD group on the Memory Capacity Index was significantly lower than their scores on the Verbal Potential Index and Visual Potential Index. The subscale analyses showed that ADHD group performed significantly lower in the Visual Sequential Processing subtest and Words Meanings subtest than the other subtests. The children with ADHD were observed to have weak working memory performance which may impact their learning capacity, especially during language acquisition.
Asis Cognitive Profiles of Children With Learning Disabilities
(Univ Murcia, 2023) Cirik, Mevlut; Sak, Ugur; Arslan, Deniz; Karaduman, Engin; Opengin, Ercan
Intelligence scales are widely used for cognitive profile analyses in the diagnosis of learning disabilities. The purpose of this study was to explore the cognitive profiles of children with learning disabilities on a new test of intelligence, the Anadolu-Sak Intelligence Scale. The intelligence test was administered to 89 children diagnosed with general learning disabili-ties. A matched control group (N = 92) was randomly selected from the norm sample. Data analyses included latent profile analyses and compari-sons of scores across groups and within-group comparisons. The findings showed that the mean general intelligence and means of the verbal and visual ability of children with learning disabilities were in the average range but closer to the lower boundary. The mean of working memory was slightly below the average range and significantly lower than the mean of the matched control group. Latent profile analyses showed three distinct profiles: the zigzag profile, the wavy profile, the and waterfall profile. The only weakness shared by the three profiles is visual sequential processing memory. The results imply that weak sequential processing memory may contribute to learning disabilities.
How Should a Resource Room Programme for Gifted Students Be Integrated Into School System
(Ani Publishing, 2021) Opengin, Ercan; Gurgur, Hasan
The present research aims to determine the problems encountered during the integration of a resource room for gifted students in a primary school system and examining the measures developed for dealing with these problems. Structured as an action research, this research project was conducted in a primary school in the Eskisehir province of Turkey. Participants in this research consisted of the school headmaster, the teacher of the resource room, gifted students attending the resource room, parents of gifted students and classroom teachers whose students attended the resource room, researchers and the members of the evaluation board. Data were collected using interviews, meeting reports, documents and the researcher's diary. The research data were analyzed using the systematic analysis approach. The findings of this research showed that the resource room were generally positively perceived; however, several problems were observed as the programme was carried out during regular class hours. The findings obtained in this study suggest that in order for the gifted student resource room to be efficient, it should be implemented in coordination with classroom teachers.