OSB Olan Çocuklarda Sözel Olmayan İletişim İşlevlerinin Yapısal ve Pragmatik Dil Becerileri ile İlişkisi

Year 2025, Erken Görünüm, 1 - 16

Gamze Alak , Meral Çilem Ökcün Akçamuş

https://doi.org/10.21565/ozelegitimdergisi.1434897

Abstract

Giriş: Otizm Spektrum Bozukluğu (OSB) olan çocuklar, çeşitli gelişimsel özellikler sergilemekte ayrıca iletişim ve dil becerilerinde güçlükler yaşamaktadırlar. İletişim becerilerinin çeşitli ve karmaşık doğasıyla ilgili değişkenler arasında, sözel olmayan iletişim işlevlerinin önemli bir faktör olduğu varsayılmaktadır. Mevcut araştırmalar, bu ilişkileri ortaya koymuş olsa da belirli dil becerileri ve iletişim işlevlerine odaklanması, standartlaştırılmış dil ölçümlerine dayanması ve yalnızca İngilizce konuşan çocukları incelemesi gibi önemli sınırlamalara sahiptir. Bu nedenle, bu çalışmada Türkçe konuşan OSB olan çocuklarda ortak dikkat başlatma (ODB), ortak dikkat yanıtlama (ODY) ve davranış düzenlemeyi başlatma (DDB) sözel olmayan iletişim işlevleri ile yapısal (farklı sözcük sayısı [FSÖZS], ortalama sözce uzunluğu [OSU]) ve pragmatik dil becerileri (sohbette sıra alma [SSA]) arasındaki ilişkilerin incelenmesi amaçlanmıştır.
Yöntem: Bu çalışma, nicel araştırma yöntemlerinden korelasyonel desen kullanılarak gerçekleştirilmiştir. Araştırma grubu, yaşları yaklaşık 34 ile 98 ay arasında değişen 102 OSB olan çocuktan oluşmaktadır. Sözel olmayan iletişim işlevlerini değerlendirmede yapılandırılmış gözleme dayalı işlemler, dil becerilerini değerlendirmede ise dil örneği analizleri kullanılmıştır.
Bulgular: Korelasyon analizi sonuçları, ODB, ODY ve DDB ile FSÖZS, OSU ve SSA arasında anlamlı ilişkiler olduğunu göstermiştir. Hiyerarşik regresyon analizleri ise ODY ve ODB' nin FSÖZS’yi, OSU’yu ve SSA’yı anlamlı bir şekilde yordadığını ancak DDB'nin hiçbir dil becerisini yordamadığını ortaya koymuştur.
Tartışma: Türkçe konuşan OSB olan çocuklarda, yorumlama amaçlı iletişimin yapısal ve pragmatik alanlardaki belirli dil becerilerinin gelişiminde önemli bir rolü bulunmaktadır.

Keywords

Pragmatik dil, yapısal dil, yorumlama amaçlı iletişim, istek amaçlı iletişim, ortalama sözce uzunluğu, farklı sözcük sayısı, sohbette sıra alma

Relationship of Nonverbal Communication Functions with Structural and Pragmatic Language Skills in Children with ASD

Abstract

Introduction: Children with ASD display diverse developmental traits and face difficulties in communication and language abilities. Nonverbal communication functions are hypothesized to be a significant factor among the variables related to the diverse and complex nature of language and communication skills. Existing research has demonstrated these relationships; however, it has limitations, including a focus on specific language skills and communication functions, reliance on standardized language measures, and examination of only English-speaking children. Therefore, this study aims to examine the relationships between initiating joint attention (IJA), responding joint attention (RJA), and initiating behavior regulation (IBR) nonverbal communication functions, as well as structural language skills (number of different words [NDW]), mean length of utterance [MLU]) and pragmatic language skills (taking turns in conversation [TTC]) in Turkish-speaking children with ASD.
Method: This study employed a correlational design, a quantitative research method. The research group consisted of 102 children with ASD, with an average age ranging from approximately 34 to 98 months. Structured observational tasks were employed to evaluate the functions of nonverbal communication. Language sample analyses were utilized to assess language skills.
Findings: The correlation analysis results indicated significant correlations between IJA, RJA, and IBR with NDW, MLU, and TTC. The analysis of hierarchical regression indicated that RJA and IJA significantly predicted NDW, MLU, and TTC, while IBR did not predict any language skills.
Discussion: In Turkish-speaking children with ASD, the role of declarative communication is significant for the development of certain language skills within the structural and pragmatic domains.

Keywords

Pragmatic language, structural language, declarative communication, imperative communication, mean length of utterance, number of different words, turn-taking in conversation

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