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

Abstract

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.

Keywords

• Otizm,Motor beceriler,Duyu bozuklukları,Zeka

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

Abstract

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.   

Keywords

• Otizm,Motor beceriler,Duyu bozuklukları,Zeka

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