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Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları

Yıl 2018, Cilt: 6 Sayı: 1, 49 - 60, 21.04.2018
https://doi.org/10.30720/ered.417651

Öz







































Amaç: Araştırmanın amacı okulöncesi otizm spektrum bozukluğu (OSB) olan çocukların duyu, motor ve sözel olmayan bilişsel işlevleri arasındaki ilişkiyi incelemek ve otizmden etkilenme derecesine göre bu işlevlerin farklılaşıp farklılaşmadığını keşfetmektir. Gereç ve Yöntem: Çalışmaya 4-6 yaş 30 OSB’li çocuk dahil edilmiştir. Bu çalışmada otizm şiddetini değerlendirmek için Gilliam Otistik Bozukluk Derecelendirme Ölçeği 2 – Türkçe Versiyonu (GOBDÖ-2-TV), duyusal sorunları değerlendirmek için Duyu Profili (DP), motor profili ölçmek için Bruininks-Oseretsky Motor Yeterlik Testi 2-Kısa Form (BOMYT-2) ve bilişsel işlevleri değerlendirmek için Okulöncesi Sözel Olmayan Zekâ Testi (OSOZT) kullanılmıştır. Sonuçlar: Okulöncesi OSB’li çocukların atipik duyusal yanıtlar sergilediği, sözel olmayan biliş ve motor performanslarının düşük olduğunu göstermiştir. OSB’li çocukların % 96.6’sının BOMYT-2 kategorilerine göre ortalamanın altı ve oldukça altında olduğu tespit edilmiştir. BOMYT-2 ve GOBDÖ-2-TV arasında orta düzey negatif ilişki (r = -.587), OSOZT ve GOBDÖ-2-TV arasında orta düzey negatif ilişki (r = -.402) ve BOMYT-2 ve OSOZT arasında orta düzey pozitif ilişki (r = .442) tespit edilmiştir. Otizmden etkilenme derecesine göre motor performans % 39 ve sözel olmayan işlevler % 27 farklılaşmıştır. Tartışma: OSB’li çocukların duyu-motor-bilişsel işlevlerindeki yaygın bozukluğa rağmen, bireysel eğitim programları OSB’nin temel yetersizliklerine sadece odaklanmamalı, okulöncesi dönemde duyu-motor temelli müdahaleleri de kapsamalıdır.

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington: American Psychiatric Association.
  • Ayres, A. J. (2000). Sensory integration and the child. Los Angeles: Western Psychological Services.
  • Baranek, G. T. (1999). Autism during infancy: a retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. J Autism Dev Disord, 29(3), 213-224.
  • Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. J Autism Dev Disord, 32(5), 397-422.
  • Berger, K. A. (2013). Resource list for cognitive motor and sensory supports in persons with autism. Front Integr Neurosci, 7, 1-2.
  • Bishop, S. L., Farmer, C., & Thurm, A. (2015). Measurement of nonverbal IQ in autism spectrum disorder: scores in young adulthood compared to early childhood. J Autism Dev Disord, 45(4), 966-974.
  • Bo, J., Lee, C. M., Colbert, A., & Shen, B. (2016). Do children with autism spectrum disorders have motor learning difficulties? Res Autism Spectr Disord, 23, 50-62.Bruininks, R. H., & Bruininks, B. D. (2005). Bruininks-oseretsky test of motor proficiency (BOT™-2): Manual. New Jersey: Pearson.
  • Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & et al. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Dev, 83(4), 1229-1244.
  • Chakrabarti, S., & Fombonne, E. (2005). Pervasive developmental disorders in preschool children: Confirmation of high prevalence. Am J Psychiatry, 162(6), 1133-1141.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New Jersey: Lawrence Erlbaum Associates.
  • Dewey, D., Cantell, M., & Crawford, S. G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder. J Int Neuropsychol Soc, 13, 246-256.
  • Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Dev, 71(1), 44-56.
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2011). Gilliam otistik bozukluk derecelendirme ölçeği-2-Türkçe versiyonu. Ankara: Maya Akademi.
  • Downey, R., & Rapport, M. J. (2012). Motor activity in children with autism: a review of current literature. Pediatr Phys Ther, 24(1), 2-20.
  • Dunn, W. (1999). Sensory profile. User's manuel. San Antonio: The Psychological Corporation.
  • Dziuk, M. A., Larson, J. C. G., Apostu, A., Mahone, E. M., Denckla, M. B., & Mostofsky, S. H. (2007). Dyspraxia in autism: association with motor, social, and communicative deficits. Dev Med Child Neurol, 49(10 ), 734-739.
  • Ehrler, D. J., & McGhee, R. L. (2008). Primary test of nonverbal intelligence (PTONI): Examiner’s manual. Austin: Pro-Ed.
  • Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord, 40(10), 1227-1240.
  • Ghaziuddin, M., & Butler, E. (1998). Clumsiness in autism and Asperger syndrome: A further report. J Intellect Disabil Res, 42(1), 43-48.
  • Gilliam, J. E. (2005). Gilliam autism rating scale (GARS-2). Austin: PRO-ED.
  • Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s syndrome: a comparison with Specific Developmental Disorder of Motor Function. J Child Psychol Psychiatry, 43(5), 655-668.
  • Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T., Simonoff, E., & et al. (2009). Impairment in movement skills of children with autistic spectrum disorders. Dev Med Child Neurol, 51(4), 311-316.
  • Hannant, P., Tavassoli, T., & Cassidy, S. (2016). The role of sensorimotor difficulties in autism spectrum conditions. Front Neurol, 7, 124.
  • Hellendoorn, A., Wijnroks, L., Daalen, E. V., Dietz, C., Buitelaar, J. K., & Leseman, P. (2015). Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Res Dev Disabil, 39, 32-42.
  • Hill, E. L. (2010). The importance of motor skill in general development. Dev Med Child Neurol, 52(10), 888.
  • Hilton, L. C., Wente, L., LaVesser, P., Ito, M., Reed, C., & Herzberg, G. (2007). Relationship between motor skill impairment and severity in children with Asperger syndrome. Res Autism Spectr Disord, 1(4), 339-349.
  • Hilton, L. C., Zhang, Y., Whilte, M. R., Klohr, C. L., & Constantino, J. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(4), 430-441.
  • Hochhauser, M., & Engel-Yeger, B. (2010). Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD). Res Autism Spectr Disord, 4(4), 746-754.
  • Iverson, J. M. (2010). Developing language in a developing body: the relationship between motor development and language development. J Child Lang, 37(2), 229-261.
  • Iwanaga, R., Kawasaki, C., & Tsuchida, R. (2000). Brief report: Comparison of sensory-motor and cognitive function between autism and Asperger syndrome in preschool children. J Autism Dev Disord, 30(2), 169-174.
  • Jansiewicz, E. M., Goldberg, M. C., Newschaffer, C. J., Denckla, M. B., Landa, R., & Mostofsky, S. H. (2006). Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. J Autism Dev Disord, 36(5), 613-621.
  • Jasmin, E., Couture, M., McKinley, P., Reid, G., Fombonne, E., & Gisel, E. (2009). Sensory-motor and daily living skills of preschool children with autism spectrum disorders. J Autism Dev Disord, 39(2), 231-241.
  • Kayihan, H., Akel, B. S., Salar, S., Huri, M., Karahan, S., Turker, D., et al. (2015). Development of a Turkish version of the sensory profile: translation, cross-cultural adaptation, and psychometric validation. Percept Mot Skills, 120(3), 971-986.
  • Kopp, S., Beckung, E., & Gillberg, C. (2010). Developmental coordination disorder and other motor control problems in girls with autism spectrum disorder and/or attention-deficit/hyperactivity disorder. Res Dev Disabil, 31(2), 350-361.
  • Lee, K., Lambert, H., Wittich, W., Kehayia, E., & Park, M. (2016). The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes-A scoping review. Res Autism Spectr Disord, 24, 52-67.
  • Leonard, H. C., Bedford, R., Charman, T., Elsabbagh, M., Johnson, M. H., & Hill, E. L. (2014). Motor development in children at risk of autism: A follow-up study of infant siblings. Autism, 18(3), 281-291.
  • Leonard, H. C., Bedford, R., Pickles, A., Hill, E. L., & Team, T. B. (2015). Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Res Autism Spectr Disord, 13-14, 15-24.
  • Liu, T. (2013). Sensory processing and motor skill performance in elementary school children with autism spectrum disorder. Percept Mot Skills, 116(1), 197-209.
  • Mandelbaum, D. E., Stevens, M., Rosenberg, E., Wiznitzer, M., Steinschneider, M., Filipek, P., et al. (2006). Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ. Dev Med Child Neurol, 48, 33-39.
  • Manjiviona, J., & Prior, M. (1995). Comparison of Asperger syndrome and high-functioning autistic children on a test of motor impairment. J Autism Dev Disord, 25(1), 23-39.Matson, J. L., Mahan, S., Fodstad, J. C., Hess, J. A., & Neal, D. (2010). Motor skill abilities in toddlers with autistic disorder, pervasive developmental disorder-not otherwise specified, and atypical development. Res Autism Spectr Disord, 4(3), 444-449.
  • Mattard-Labrecque, C., Ben Amor, L., & Couture, M. M. (2013). Children with autism and attention difficulties: A pilot study of the association between sensory, motor, and adaptive behaviors. J Can Acad Child Adolesc Psychiatry, 22(2), 139-146.
  • Mosconi, M. W., & Sweeney, J. A. (2015). Sensorimotor dysfunctions as primary features of autism spectrum disorders. Science China Life Science, 58(10), 1016-1023.
  • Mulligan, S., & White, B. P. (2012). Sensory and motor behaviors of infant siblings of children with and without autism. Am J Occup Ther, 66, 1-11.
  • Page, J., & Bouchert, J. (1998). Motor impairments in children with autistic disorder. Child Lang Teach Ther, 14(3), 233-259.
  • Pallant, J. (2005). SPSS survival manual: a step by step guide to data anaysis using SPSS for Windows (version 12) (2nd ed.). Crows Nest: Allen and Unwin.
  • Piek, J. P., & Dyck, M. J. (2004). Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder and autistic disorder. Hum Mov Sci, 23(3-4), 475-488.
  • Rinner, L. (2002). Sensory assessment for chidren and youth with autism spectrum disorders. Assessment for Effective Intervention, 27(1-2), 37-46.
  • Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. J Autism Dev Disord, 40(2), 209-217.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics (4th ed.). New York: HarperCollins.
  • Travers, B. G., Powell, P. S., Klinger, L. G., & Klinger, M. R. (2013). Motor difficulties in autism spectrum disorder: linking symptom severity and postural stability. J Autism Dev Disord, 43(7), 1568-1583.
  • Van Waelvelde, H., Oostra, A., Dewitte, G., Van Den Broeck, C., & Jongmans, M. J. (2010). Stability of motor problems in young children with or at risk of autism spectrum disorders, ADHD, and or developmental coordination disorder. Dev Med Child Neurol, 52(8), e174-e178.
  • Wassenberg, R., Feron, F. J. M., Kessels, A. G. H., Hendriksen, J. G. M., Kalff, A. C., Kroes, M.,& et al. (2005). Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study. Child Dev, 76(5), 1092-1103.
  • Whyatt, C., & Craig, C. (2013). Sensory-motor problems in autism. Front Integr Neurosci, 7, 51.
  • Whyatt, C. P., & Craig, C. M. (2012). Motor skills in children aged 7-10 years, diagnosed with autism spectrum disorder. J Autism Dev Disord, 42(9), 1799-1809.

Sensory-Motor-Cognitive Functions in Preschool Children with Autism Spectrum Disorder

Yıl 2018, Cilt: 6 Sayı: 1, 49 - 60, 21.04.2018
https://doi.org/10.30720/ered.417651

Öz

The aim of this study was to explore the relation between sensory, motor and nonverbal cognitive functions of children with Autism Spectrum Disorder (ASD). The study also aimed to explore whether these functions vary according to the autism severity. Material and Methods: The study included 30 children with ASD, 4-6 years. The Gilliam Autistic Disorders Rating Scale–2 Turkish Version (GARS-2-TV) for evaluating the autism severity, Sensory Profile (SP) for evaluating sensorial issues, Bruininks-Oseretsky Test of Motor Proficiency–2 Short Form (BOT-2) for measuring motor profile, and Primary Test of Nonverbal Intelligence (PTONI) for evaluating cognitive functions were used in this study. Results: The results showed that children with ASD displayed atypical sensory responses, lower cognitive and motor performances. The BOT-2 category was determined as “below average” and “well-below average” in 96.6% of the children with ASD. A moderate negative correlation was determined between the BOT-2 and GARS-2 (r = -.587) and PTONI and GARS-2 (r = -.402), and a moderate positive correlation was determined between the BOT-2 and PTONI (r = .442). Motor (39%) and IQ scores (27%) were differentiated according to the autism severity. Discussion: Owing to impairments in the sensory-motor-cognitive functions of the children, “individual education programs” should not focus only the core deficits of ASD, but they should also involve sensory-motor intervention in preschool period.   

Kaynakça

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington: American Psychiatric Association.
  • Ayres, A. J. (2000). Sensory integration and the child. Los Angeles: Western Psychological Services.
  • Baranek, G. T. (1999). Autism during infancy: a retrospective video analysis of sensory-motor and social behaviors at 9-12 months of age. J Autism Dev Disord, 29(3), 213-224.
  • Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. J Autism Dev Disord, 32(5), 397-422.
  • Berger, K. A. (2013). Resource list for cognitive motor and sensory supports in persons with autism. Front Integr Neurosci, 7, 1-2.
  • Bishop, S. L., Farmer, C., & Thurm, A. (2015). Measurement of nonverbal IQ in autism spectrum disorder: scores in young adulthood compared to early childhood. J Autism Dev Disord, 45(4), 966-974.
  • Bo, J., Lee, C. M., Colbert, A., & Shen, B. (2016). Do children with autism spectrum disorders have motor learning difficulties? Res Autism Spectr Disord, 23, 50-62.Bruininks, R. H., & Bruininks, B. D. (2005). Bruininks-oseretsky test of motor proficiency (BOT™-2): Manual. New Jersey: Pearson.
  • Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & et al. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child Dev, 83(4), 1229-1244.
  • Chakrabarti, S., & Fombonne, E. (2005). Pervasive developmental disorders in preschool children: Confirmation of high prevalence. Am J Psychiatry, 162(6), 1133-1141.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. New Jersey: Lawrence Erlbaum Associates.
  • Dewey, D., Cantell, M., & Crawford, S. G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or attention deficit hyperactivity disorder. J Int Neuropsychol Soc, 13, 246-256.
  • Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Dev, 71(1), 44-56.
  • Diken, İ. H., Ardıç, A., & Diken, Ö. (2011). Gilliam otistik bozukluk derecelendirme ölçeği-2-Türkçe versiyonu. Ankara: Maya Akademi.
  • Downey, R., & Rapport, M. J. (2012). Motor activity in children with autism: a review of current literature. Pediatr Phys Ther, 24(1), 2-20.
  • Dunn, W. (1999). Sensory profile. User's manuel. San Antonio: The Psychological Corporation.
  • Dziuk, M. A., Larson, J. C. G., Apostu, A., Mahone, E. M., Denckla, M. B., & Mostofsky, S. H. (2007). Dyspraxia in autism: association with motor, social, and communicative deficits. Dev Med Child Neurol, 49(10 ), 734-739.
  • Ehrler, D. J., & McGhee, R. L. (2008). Primary test of nonverbal intelligence (PTONI): Examiner’s manual. Austin: Pro-Ed.
  • Fournier, K. A., Hass, C. J., Naik, S. K., Lodha, N., & Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord, 40(10), 1227-1240.
  • Ghaziuddin, M., & Butler, E. (1998). Clumsiness in autism and Asperger syndrome: A further report. J Intellect Disabil Res, 42(1), 43-48.
  • Gilliam, J. E. (2005). Gilliam autism rating scale (GARS-2). Austin: PRO-ED.
  • Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s syndrome: a comparison with Specific Developmental Disorder of Motor Function. J Child Psychol Psychiatry, 43(5), 655-668.
  • Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T., Simonoff, E., & et al. (2009). Impairment in movement skills of children with autistic spectrum disorders. Dev Med Child Neurol, 51(4), 311-316.
  • Hannant, P., Tavassoli, T., & Cassidy, S. (2016). The role of sensorimotor difficulties in autism spectrum conditions. Front Neurol, 7, 124.
  • Hellendoorn, A., Wijnroks, L., Daalen, E. V., Dietz, C., Buitelaar, J. K., & Leseman, P. (2015). Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism. Res Dev Disabil, 39, 32-42.
  • Hill, E. L. (2010). The importance of motor skill in general development. Dev Med Child Neurol, 52(10), 888.
  • Hilton, L. C., Wente, L., LaVesser, P., Ito, M., Reed, C., & Herzberg, G. (2007). Relationship between motor skill impairment and severity in children with Asperger syndrome. Res Autism Spectr Disord, 1(4), 339-349.
  • Hilton, L. C., Zhang, Y., Whilte, M. R., Klohr, C. L., & Constantino, J. (2012). Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders. Autism, 16(4), 430-441.
  • Hochhauser, M., & Engel-Yeger, B. (2010). Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (HFASD). Res Autism Spectr Disord, 4(4), 746-754.
  • Iverson, J. M. (2010). Developing language in a developing body: the relationship between motor development and language development. J Child Lang, 37(2), 229-261.
  • Iwanaga, R., Kawasaki, C., & Tsuchida, R. (2000). Brief report: Comparison of sensory-motor and cognitive function between autism and Asperger syndrome in preschool children. J Autism Dev Disord, 30(2), 169-174.
  • Jansiewicz, E. M., Goldberg, M. C., Newschaffer, C. J., Denckla, M. B., Landa, R., & Mostofsky, S. H. (2006). Motor signs distinguish children with high functioning autism and Asperger’s syndrome from controls. J Autism Dev Disord, 36(5), 613-621.
  • Jasmin, E., Couture, M., McKinley, P., Reid, G., Fombonne, E., & Gisel, E. (2009). Sensory-motor and daily living skills of preschool children with autism spectrum disorders. J Autism Dev Disord, 39(2), 231-241.
  • Kayihan, H., Akel, B. S., Salar, S., Huri, M., Karahan, S., Turker, D., et al. (2015). Development of a Turkish version of the sensory profile: translation, cross-cultural adaptation, and psychometric validation. Percept Mot Skills, 120(3), 971-986.
  • Kopp, S., Beckung, E., & Gillberg, C. (2010). Developmental coordination disorder and other motor control problems in girls with autism spectrum disorder and/or attention-deficit/hyperactivity disorder. Res Dev Disabil, 31(2), 350-361.
  • Lee, K., Lambert, H., Wittich, W., Kehayia, E., & Park, M. (2016). The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes-A scoping review. Res Autism Spectr Disord, 24, 52-67.
  • Leonard, H. C., Bedford, R., Charman, T., Elsabbagh, M., Johnson, M. H., & Hill, E. L. (2014). Motor development in children at risk of autism: A follow-up study of infant siblings. Autism, 18(3), 281-291.
  • Leonard, H. C., Bedford, R., Pickles, A., Hill, E. L., & Team, T. B. (2015). Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder. Res Autism Spectr Disord, 13-14, 15-24.
  • Liu, T. (2013). Sensory processing and motor skill performance in elementary school children with autism spectrum disorder. Percept Mot Skills, 116(1), 197-209.
  • Mandelbaum, D. E., Stevens, M., Rosenberg, E., Wiznitzer, M., Steinschneider, M., Filipek, P., et al. (2006). Sensorimotor performance in school-age children with autism, developmental language disorder, or low IQ. Dev Med Child Neurol, 48, 33-39.
  • Manjiviona, J., & Prior, M. (1995). Comparison of Asperger syndrome and high-functioning autistic children on a test of motor impairment. J Autism Dev Disord, 25(1), 23-39.Matson, J. L., Mahan, S., Fodstad, J. C., Hess, J. A., & Neal, D. (2010). Motor skill abilities in toddlers with autistic disorder, pervasive developmental disorder-not otherwise specified, and atypical development. Res Autism Spectr Disord, 4(3), 444-449.
  • Mattard-Labrecque, C., Ben Amor, L., & Couture, M. M. (2013). Children with autism and attention difficulties: A pilot study of the association between sensory, motor, and adaptive behaviors. J Can Acad Child Adolesc Psychiatry, 22(2), 139-146.
  • Mosconi, M. W., & Sweeney, J. A. (2015). Sensorimotor dysfunctions as primary features of autism spectrum disorders. Science China Life Science, 58(10), 1016-1023.
  • Mulligan, S., & White, B. P. (2012). Sensory and motor behaviors of infant siblings of children with and without autism. Am J Occup Ther, 66, 1-11.
  • Page, J., & Bouchert, J. (1998). Motor impairments in children with autistic disorder. Child Lang Teach Ther, 14(3), 233-259.
  • Pallant, J. (2005). SPSS survival manual: a step by step guide to data anaysis using SPSS for Windows (version 12) (2nd ed.). Crows Nest: Allen and Unwin.
  • Piek, J. P., & Dyck, M. J. (2004). Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder and autistic disorder. Hum Mov Sci, 23(3-4), 475-488.
  • Rinner, L. (2002). Sensory assessment for chidren and youth with autism spectrum disorders. Assessment for Effective Intervention, 27(1-2), 37-46.
  • Staples, K. L., & Reid, G. (2010). Fundamental movement skills and autism spectrum disorders. J Autism Dev Disord, 40(2), 209-217.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using Multivariate Statistics (4th ed.). New York: HarperCollins.
  • Travers, B. G., Powell, P. S., Klinger, L. G., & Klinger, M. R. (2013). Motor difficulties in autism spectrum disorder: linking symptom severity and postural stability. J Autism Dev Disord, 43(7), 1568-1583.
  • Van Waelvelde, H., Oostra, A., Dewitte, G., Van Den Broeck, C., & Jongmans, M. J. (2010). Stability of motor problems in young children with or at risk of autism spectrum disorders, ADHD, and or developmental coordination disorder. Dev Med Child Neurol, 52(8), e174-e178.
  • Wassenberg, R., Feron, F. J. M., Kessels, A. G. H., Hendriksen, J. G. M., Kalff, A. C., Kroes, M.,& et al. (2005). Relation between cognitive and motor performance in 5- to 6-year-old children: results from a large-scale cross-sectional study. Child Dev, 76(5), 1092-1103.
  • Whyatt, C., & Craig, C. (2013). Sensory-motor problems in autism. Front Integr Neurosci, 7, 51.
  • Whyatt, C. P., & Craig, C. M. (2012). Motor skills in children aged 7-10 years, diagnosed with autism spectrum disorder. J Autism Dev Disord, 42(9), 1799-1809.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sağlık Kurumları Yönetimi
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Uluyol Bu kişi benim 0000-0001-6058-1458

Mehmet Yanardağ 0000-0001-6058-1458

Yayımlanma Tarihi 21 Nisan 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 6 Sayı: 1

Kaynak Göster

APA Uluyol, M., & Yanardağ, M. (2018). Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları. Ergoterapi Ve Rehabilitasyon Dergisi, 6(1), 49-60. https://doi.org/10.30720/ered.417651
AMA Uluyol M, Yanardağ M. Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları. Ergoterapi ve Rehabilitasyon Dergisi. Nisan 2018;6(1):49-60. doi:10.30720/ered.417651
Chicago Uluyol, Mustafa, ve Mehmet Yanardağ. “Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları”. Ergoterapi Ve Rehabilitasyon Dergisi 6, sy. 1 (Nisan 2018): 49-60. https://doi.org/10.30720/ered.417651.
EndNote Uluyol M, Yanardağ M (01 Nisan 2018) Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları. Ergoterapi ve Rehabilitasyon Dergisi 6 1 49–60.
IEEE M. Uluyol ve M. Yanardağ, “Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları”, Ergoterapi ve Rehabilitasyon Dergisi, c. 6, sy. 1, ss. 49–60, 2018, doi: 10.30720/ered.417651.
ISNAD Uluyol, Mustafa - Yanardağ, Mehmet. “Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları”. Ergoterapi ve Rehabilitasyon Dergisi 6/1 (Nisan 2018), 49-60. https://doi.org/10.30720/ered.417651.
JAMA Uluyol M, Yanardağ M. Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları. Ergoterapi ve Rehabilitasyon Dergisi. 2018;6:49–60.
MLA Uluyol, Mustafa ve Mehmet Yanardağ. “Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları”. Ergoterapi Ve Rehabilitasyon Dergisi, c. 6, sy. 1, 2018, ss. 49-60, doi:10.30720/ered.417651.
Vancouver Uluyol M, Yanardağ M. Okulöncesi Otizm Spektrum Bozukluğu Olan Çocuklarda Duyu-Motor-Biliş Fonksiyonları. Ergoterapi ve Rehabilitasyon Dergisi. 2018;6(1):49-60.

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