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Öğe Binocular coordination of children with dyslexia and typically developing children in linguistic and non-linguistic tasks: evidence from eye movements(Springer, 2022) Temeltürk, Rahime Duygu; Özer, EsmehanGiven the increased evidence suggesting the presence of binocular coordination deficits in dyslexia, investigations of binocular eye movements are beneficial to clarify the underlying causes of reading difficulties. This systematic review aims to (a) synthesize the literature through the examination of binocular coordination in children with dyslexia by describing the normative development of stable binocular control and (b) outline future directions. Boolean expressions in the PubMed search were used to define papers. Following a literature search and selection process, 25 papers were included. Studies using binocular eye tracking during linguistic and nonlinguistic tasks in children with dyslexia and typical development 5-17 years of age are reviewed. The studies reviewed provided consistent evidence of poor binocular coordination in children with dyslexia, but the results associated with different task characteristics were less consistent. The relation between binocular coordination deficits and reading difficulties needs to be further elucidated in longitudinal studies which may provide future treatments targeting the binocular viewing system in dyslexia.Öğe Schoolwide Positive Behavioral Interventions and Support Practices: Review of Studies in the Journal of Positive Behavior Interventions*(2016) Öğülmüş, Kürşat; Vuran, SezginSchoolwide Positive Behavioral Interventions and Support (SWPBIS) focuses on interventions in order to meet the social behavioral demands of schools with the help of a three-tiered model. The main aim in SWPBIS is to ensure behavioral success and academic achievement of students in schools. By analyzing the related studies it was seen that there are many studies focusing on the effectiveness of SWPBIS practices in schools and there is an ascending trend in the application of SWPBIS in schools. As a result, this study was conducted to review the experimental and quasi-experimental studies related to the SWPBIS published in the Journal of Positive Behavior Interventions (JPBI) between 1999 and 2015. The studies were examined in depth by using epistemological document analysis in 6 categorical areas: (a) purpose, (b) participants, (c) dependent variables, (d) method, (e) limitations, and (f) recommendations. Findings are discussed in accordance with the relevant literature. Finally, new proposals were made for new research and applicability in other countries.
