AKRAN ARACILI FİZİKSEL AKTİVİTELERİN OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARIN İLETİŞİM EKSİKLİĞİ ÜZERİNDEKİ ETKİSİ

Abstract

Bu çalışmada, akran aracılı fiziksel aktivitelerin otizm spektrum bozukluğu (OSB) olan çocukların iletişim eksikliği üzerindeki etkisi incelenmiştir. Çalışma grubu, OSB olan 12 çocuk ve tipik gelişim gösteren (TGG) 6 çocuktan oluşmuştur. Katılımcılar random olarak bir uygulama grubuna (OSB olan çocuklar n= 6, ortalama yaş= 12.66; TGG çocuklar n= 6, ortalama yaş= 12.83) ve bir kontrol grubuna (OSB olan çocuklar n = 6, ortalama yaş= 12.33) ayrılmıştır. Uygulama grubunda yer alan çocuklar ile birlikte 10 hafta süreyle akran aracılı fiziksel aktiviteler gerçekleştirilmiştir. Veriler, Gilliam Otizm Derecelendirme Ölçeği-2 kullanılarak elde edilmiştir. Ölçek, OSB olan çocuklara ön test, son test ve izleme testi olarak uygulanmıştır. Bulgular, uygulama grubundaki OSB olan çocukların iletişim eksikliğinde akran aracılı fiziksel aktiviteler sonrası olumlu yönde anlamlı bir azalma olduğunu göstermiştir. OSB olan çocukların iletişim eksikliğinde gözlenen bu olumlu değişimin, araştırmadan bir ay sonra elde edilen izleme testinde devam ettiği saptanmıştır. Sonuç olarak, akran aracılı fiziksel aktivitelerin OSB olan çocukların iletişim eksikliği üzerinde olumlu yönde bir etki oluşturduğu izlenimi edinilmiştir.

Keywords

• Otizm Spektrum Bozukluğu
• İletişim Eksikliği
• Akran Aracılı
• Fiziksel Aktivite

THE EFFECT OF PEER-MEDIATED PHYSICAL ACTIVITIES ON COMMUNICATION DEFICITS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

This study examined the effect of peer-mediated physical activities on communication deficits of children with autism spectrum disorders (ASD). The study group constituted of 12 children with ASD and 6 typically developing (TD) children. Participants were randolmly divided into an application group (children with ASD n = 6; TD children n = 6) and a control group (children with ASD n = 6). Peer-mediated physical activities were carried out for 10 weeks with children with ASD in the application group. Data were obtained using the Gilliam Autism Rating Scale-2. The scale was administered to children with ASD as pre-test, post-test and follow up test. The findings showed that there was a positively significant decrease in the communication deficits of children with ASD in the application group after peer-mediated physical activities. It was determined that this positive change observed in the communication deficits of children with ASD continued in the follow-up test one month after the study. As a result, it was gained the impression that peer-mediated physical activities had a positive effect on communication deficits of children with ASD.

Keywords

• Autism Spectrum Disorders
• Communication Deficit
• Peer-Mediated
• Physical Activity

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