Publication: Zihin Kuramı Hikayeleri Testi’nin Türk çocuklarına uyarlanması ve okul öncesi dönemdeki normal gelişim gösteren, zihin engelli ve otizmli çocukların zihin kuramı gelişimlerinin karşılaştırılması
Abstract
Araştırmanın birinci amacı; okul öncesi dönem (4-6 yaş) çocukların Zihin Kuramı yeteneklerini ölçecek olan Zihin Kuramı Hikâyeleri Testi'nin geçerlilik ve güvenirlik çalışmasının yapılmasıdır. Araştırmanın ikinci amacı ise; okul öncesi dönem de (4-6yaş) normal gelişim gösteren çocuklar ile 4-8 yaş aralığındaki zihinsel engelli ve otizmli çocukların; Zihin Kuramı yeterliliklerinin karşılaştırılmasıdır. Araştırmanın birinci amacı doğrultusunda normal gelişim gösteren 4-6 yaş grubu, 426 çocuğa ulaşılmıştır. Araştırmada ölçme aracı olarak Zihin Kuramı Hikâyeleri Testi kullanılmıştır. Bu çalışma doğrultusunda uyarlama araştırmacı tarafından yapılmıştır. Zihin Kuramı Hikayeleri Testi, Van Geert, Hoogeweys tarafından (2008) Hollanda da altı tane hikaye kitabı şeklinde geliştirilmiş ve standardize edilmiştir. Test 3-12 yaş normal gelişim gösteren çocuklar ile 3-8 yaş arası “başka türlü adlandırılamayan bozukluk”(PDD-NOS) gösteren çocukların, Zihin Kuramı yetenekleri ölçmek amacıyla geliştirilmiştir. Araştırmanın geçerlilik çalışması kapsamında Raven Standart Progressif Matrisler Testi, AGTE (Ankara Gelişim Tarama Envanteri) ve WISC-R kullanılmıştır. Zihin Kuramı Hikayeleri Testi Ölçeği ile belirtilen testlerin toplam puanları arasındaki ilişkiyi belirlemek üzere yapılan korelasyon analizi sonucunda istatistiksel açıdan anlamlı pozitif yönde anlamlı ilişki bulunmuştur (p < 0,05). Araştırmada okul öncesi kurumuna devam eden 4-6 yaş normal gelişim gösteren çocuklar Zihin Kuramı yetenekleri demografik değişkenler (yaş, cinsiyet, kardeş sayısı ve anne ile babanın eğitim durumu ve ailenin algılanan sosyo-ekonomik düzeyi, ne kadar süredir eğitim aldığı) açısından karşılaştırılmıştır. Yaş değişkenine göre; Zihin Kuramı Hikayeleri Testi Ölçeği toplam ve tüm alt ölçeklerde; ikili karşılaştırmalarda istatistiksel açıdan (F=4,171; p=0,000 < 0,05) düzeyinde, 6 yaş lehine anlamlı farklılıklar elde edilirken, kardeş sayısı, cinsiyet ve okul öncesi eğitim alma süresi değişkenine göre ise farklılık elde edilmemiştir. Anne ve baba eğitim durumu, ailenin algılanan gelir düzeyi değişkenlerine anlamlı farklılıklar elde edilmiştir (p<0.05). Araştırmanın ikinci amacı doğrultusunda normal gelişim gösteren (n=426), zihinsel engelli (n=30) ve otizmli (n= 39) çocuklar Zihin Kuramı yetenekleri, açısından karşılaştırmaları yapılmıştır. Zihin Kuramı Hikâyeleri Testi, ortalamalar arasındaki farklılıklar incelendiğinde; normal gelişim gösteren grubun puan ortalamasının otizmli ve zihin engelli gruptan; zihin engelli grubunun ortalamalarının da, otizmli gruptan anlamlı derecede yüksek olduğu görülmüştür (p < 0,05). Anahtar Sözcükler: Zihin Kuramı, otizmli, zihin engelli, soyut düşünce, zeka, gelişim.
The first goal of this research was to perform validity and reliability study of the Test of Theory of Mind Stories, which will measure the Theory of Mind behaviors of pre-school children (4-6 ages). The second goal of the research was to compare proficiencies of the Theory of Mind of the pre-school period children (4-6 ages) displaying normal development and mentally disabled and autistic children at the interval of 4-8 ages. 426 children within the age group 4-6, who exhibit normal development were reached in line with the first aim of research. The Test of Theory of Mind Studies was employed as an instrument of measurement in this research. Adaptation was carried out by researcher toward this study. The Test of Theory of Mind Studies was developed and standardized by Van Geert, Blijd-Hoogeweys (2008) in Netherlands in the form of six story books. The test was developed to measure the levels of the Theory of Mind of children with 3-12 ages displaying normal development and children between 3-8 ages demonstrating “Pervasive Developmental Disorder—Not Otherwise Specified” (PDD-NOS). Raven’s Standard Progressive Matrices test, ADSI (Ankara Developmental Screening Inventory) and WISC-R were used as part of validity study in adaptation of this research. As a result of correlation analysis conducted for determining the correlation between the Scale for the Test of Theory of Mind Stories and total scores of the specified tests, a statistically significant positive relationship was discovered (p < 0.05). Besides, the Theory of Mind behaviors of children between 4-6 ages resuming to attend a pre-school institution, who exhibit normal development, were compared in terms of demographic variables (age, gender, the number of siblings, the educational level of parents and the perceived socio-economical level of family and for how long they have received education). Looking at according to the age variable, while significant differences were attained in favor of age 6 at the level of (F=4,171; p=0,000 < 0,05). statistically in dual comparisons in the Scale for the Test of Theory of Mind Stories in overall and in all sub-scales, no difference was obtained according to the variable of gender and the number of siblings. Significant distinctions were obtained in variables of the educational level of parents, the perceived income level of family and whether children have received pre-school education (p <0.05). No significant difference was acquired when looking at according to the variable of pre-school duration for receiving education. Mentally disabled (n=30) and autistic (n=39) children, who display normal development (n=426), were compared in terms of the Theory of Mind in line with the second goal of research. When examining differences among the averages of the Test of Theory of Mind Stories in research, it was seen that the average score of the group displaying normal development was higher than of the autistic and mentally disabled group to a significant degree and the averages of the mentally disabled group were higher than of the autistic group to a significant extent (p < 0.05). Key Words: The Theory of Mind, autistic, intellectual disabled, abstract thought, intelligence, development.
The first goal of this research was to perform validity and reliability study of the Test of Theory of Mind Stories, which will measure the Theory of Mind behaviors of pre-school children (4-6 ages). The second goal of the research was to compare proficiencies of the Theory of Mind of the pre-school period children (4-6 ages) displaying normal development and mentally disabled and autistic children at the interval of 4-8 ages. 426 children within the age group 4-6, who exhibit normal development were reached in line with the first aim of research. The Test of Theory of Mind Studies was employed as an instrument of measurement in this research. Adaptation was carried out by researcher toward this study. The Test of Theory of Mind Studies was developed and standardized by Van Geert, Blijd-Hoogeweys (2008) in Netherlands in the form of six story books. The test was developed to measure the levels of the Theory of Mind of children with 3-12 ages displaying normal development and children between 3-8 ages demonstrating “Pervasive Developmental Disorder—Not Otherwise Specified” (PDD-NOS). Raven’s Standard Progressive Matrices test, ADSI (Ankara Developmental Screening Inventory) and WISC-R were used as part of validity study in adaptation of this research. As a result of correlation analysis conducted for determining the correlation between the Scale for the Test of Theory of Mind Stories and total scores of the specified tests, a statistically significant positive relationship was discovered (p < 0.05). Besides, the Theory of Mind behaviors of children between 4-6 ages resuming to attend a pre-school institution, who exhibit normal development, were compared in terms of demographic variables (age, gender, the number of siblings, the educational level of parents and the perceived socio-economical level of family and for how long they have received education). Looking at according to the age variable, while significant differences were attained in favor of age 6 at the level of (F=4,171; p=0,000 < 0,05). statistically in dual comparisons in the Scale for the Test of Theory of Mind Stories in overall and in all sub-scales, no difference was obtained according to the variable of gender and the number of siblings. Significant distinctions were obtained in variables of the educational level of parents, the perceived income level of family and whether children have received pre-school education (p <0.05). No significant difference was acquired when looking at according to the variable of pre-school duration for receiving education. Mentally disabled (n=30) and autistic (n=39) children, who display normal development (n=426), were compared in terms of the Theory of Mind in line with the second goal of research. When examining differences among the averages of the Test of Theory of Mind Stories in research, it was seen that the average score of the group displaying normal development was higher than of the autistic and mentally disabled group to a significant degree and the averages of the mentally disabled group were higher than of the autistic group to a significant extent (p < 0.05). Key Words: The Theory of Mind, autistic, intellectual disabled, abstract thought, intelligence, development.