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This study examined these emotional and behavioural outcomes among children and youth with intellectual disabilities in T\u00fcrkiye.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A mixed\u2010methods approach was employed. Quantitatively, teachers completed the ASEBA Teacher's Report Form for 52 participants, and data were analysed using Mann\u2013Whitney\n                      <jats:italic>U<\/jats:italic>\n                      tests. Qualitatively, the House\u2013Tree\u2013Person test was administered to a subsample (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200915) to explore emotional indicators.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Quantitative results showed significant social, attention, thought, and aggressive problems, with boys exhibiting higher levels of rule\u2010breaking and aggressive behaviours than girls. Qualitative findings confirmed emotional and behavioural difficulties.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>These findings reveal an urgent need for post\u2010earthquake psychosocial support and the development of needs\u2010based educational programs for children and youth with intellectual disabilities.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jar.70229","type":"journal-article","created":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T01:33:41Z","timestamp":1776648821000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Emotional and Behavioural Problems of Children and Youth With Intellectual Disabilities Following the February 6 Kahramanmara\u015f Earthquake: A Mixed\u2010Methods Study"],"prefix":"10.1111","volume":"39","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8593-8430","authenticated-orcid":false,"given":"Hatice Ulu","family":"Ayd\u0131n","sequence":"first","affiliation":[{"name":"Special Education Department Abant Izzet Baysal University  Bolu Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6798-1753","authenticated-orcid":false,"given":"Emine","family":"Eratay","sequence":"additional","affiliation":[{"name":"Special Education Department Abant Izzet Baysal University  Bolu Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,4,19]]},"reference":[{"key":"e_1_2_16_2_1","doi-asserted-by":"publisher","DOI":"10.5152\/pcp.2025.24997"},{"key":"e_1_2_16_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jad.2011.12.023"},{"key":"e_1_2_16_4_1","unstructured":"American Association on Intellectual and Developmental Disabilities.2024.\u201cDefining Criteria for Intellectual Disability.\u201dhttps:\/\/www.aaidd.org\/intellectual\u2010disability\/definition."},{"key":"e_1_2_16_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.pedn.2024.07.014"},{"key":"e_1_2_16_6_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijdrr.2023.103868"},{"key":"e_1_2_16_7_1","doi-asserted-by":"publisher","DOI":"10.19126\/suje.1383617"},{"key":"e_1_2_16_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00787\u2010007\u20100618\u2010z"},{"key":"e_1_2_16_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/tra0002053"},{"key":"e_1_2_16_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.psychres.2018.10.039"},{"key":"e_1_2_16_11_1","doi-asserted-by":"publisher","DOI":"10.35341\/afet"},{"issue":"3","key":"e_1_2_16_12_1","first-page":"223","article-title":"School Disaster Planning for Children With D\u0131sabilities a Critical Review of the Literature","volume":"26","author":"Boon H. 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