Publication: Otizm spektrum bozukluğu tanısı almış çocuklarda hareket eğitimi programının akademik beceriler, motor beceriler ve sosyal iletişim becerileri üzerindeki etkisinin incelenmesi
Abstract
Amaç: Bu çalışmanın amacı; Otizm Spektrum Bozukluğu tanısı almış çocuklarda hareket eğitimi programının akademik beceriler, motor beceriler ve sosyal iletişim becerileri üzerindeki etkisini incelemektir. Gereç ve Yöntem: Araştırmada, katılımcılara “Gilliam Otistik Bozukluk Derecelendirme Ölçeği-2-TV (GOBDÖ TV-2)”, motor becerileri için “Peabody Motor Gelişim Ölçeği-2” (PMGÖ-2), akademik becerileri için “Ön Akademik Beceri Değerlendirme Formu (ÖN ABDEF)” ve sosyal becerileri için “Sosyal Beceri Derecelendirme Sistemi Okul Öncesi Dönem Öğretmen Formu (SBDS-OÖF)” kullanılmıştır. Bulgular: ÖN ABDEF için deney grubunda tüm alt boyutlar ve toplam puanda görülen artış ile GOBDÖ TV-2’de deney grubu katılımcıların steriotip ve sosyal etkileşim alt boyutlarında görülen azalış istatistiksel olarak anlamlı bulunmuştur (p<0,05). Peabody motor beceri ölçümlerinden alınan son test puanları deney grubu lehine daha yüksek bulunmuştur (p<0,05). SBDÖ-OÖF puanlarında deney grubunda iş birliği, öz denetim ve dışsallaştırma alt boyutlarında anlamlı farklılık bulunmuştur (p<0,05). Sonuç: OSB olan çocuklara uygulanan hareket eğitimi programının akademik beceriler, motor beceriler ve sosyal becerilerin gelişimi üzerinde etkili olduğu sonucuna ulaşılmıştır.
Objective: The aim of this study; To examine the effect of movement education program on academic skills, motor skills and social communication skills in children diagnosed with Autism Spectrum Disorder. Material and Methods: In the study, “Gilliam Autistic Disorder Rating Scale-2-TV (GARS-2-TV)” was given. The Peabody Motor Development Scale-2 (PDMS-2) was given to measure the motor skills of the participants, the Pre-Academic Skills Evaluation Form (PASEF) to measure their academic skills, and the Social Skills Rating System Preschool Teacher Form (SSRS-P-TF) to measure their social skills. Results: For the PASEF, the increase in all sub-dimensions and the total score in the experimental group and for the GARS-2-TV decrease in the stereotype and social interaction sub-dimensions of the experimental group in the were statistically significant (p<0.05). Post-test scores of PDMS-2 were higher in favor of the experimental group (p<0.05). A significant difference was found in the sub-dimensions of cooperation, self-control and externalization in the SSRS-P-TF scores in the experimental group (p<0.05). Conclusion: It was concluded that the movement education program applied to children with Autism Spectrum Disorder was effective on the development of academic skills, motor skills and social skills.
Objective: The aim of this study; To examine the effect of movement education program on academic skills, motor skills and social communication skills in children diagnosed with Autism Spectrum Disorder. Material and Methods: In the study, “Gilliam Autistic Disorder Rating Scale-2-TV (GARS-2-TV)” was given. The Peabody Motor Development Scale-2 (PDMS-2) was given to measure the motor skills of the participants, the Pre-Academic Skills Evaluation Form (PASEF) to measure their academic skills, and the Social Skills Rating System Preschool Teacher Form (SSRS-P-TF) to measure their social skills. Results: For the PASEF, the increase in all sub-dimensions and the total score in the experimental group and for the GARS-2-TV decrease in the stereotype and social interaction sub-dimensions of the experimental group in the were statistically significant (p<0.05). Post-test scores of PDMS-2 were higher in favor of the experimental group (p<0.05). A significant difference was found in the sub-dimensions of cooperation, self-control and externalization in the SSRS-P-TF scores in the experimental group (p<0.05). Conclusion: It was concluded that the movement education program applied to children with Autism Spectrum Disorder was effective on the development of academic skills, motor skills and social skills.