Otizm Spektrum Bozukluğu Olan Çocuklarda Taklit Türlerinin Oyun Karmaşıklığı ve Sözcük Dağarcığı İle İlişkileri

Year 2018, Volume: 19 Issue: 4, 747 - 775, 01.12.2018

Meral Çilem Ökcün Akçamuş , Funda Acarlar Gamze Alak

https://doi.org/10.21565/ozelegitimdergisi.412199

Abstract

Otizm spektrum bozukluğu (OSB) olan
çocuklarda taklit ve sembolik oyun becerilerinde güçlükler, sözel dil
gelişiminde ise yaşam boyu süren bozukluklar görülmektedir. Araştırmalar OSB
olan çocukların taklit, sembolik oyun ve dil alanında yaşadığı güçlüklerin
birbiri ile ilişkili olduğunu öne sürmektedir. Bu araştırmada da OSB olan
çocuklarda taklit türlerinin sözcük dağarcığı ve oyun karmaşıklığı ile
ilişkilerinin incelenmesi amaçlanmıştır. Araştırmaya 3.0-8.0 yaş arasında söz
öncesi dönemde bulunan (n = 58) ve sözel dile sahip (n= 50) toplam 108 OSB olan
çocuk katılmıştır. Çocukların taklit becerileri ve sembolik oyun karmaşıklığı
alanyazında sıkça kullanılan gözleme dayalı işlemlerle değerlendirilmiştir.
Sözcük dağarcığı ise sohbet bağlamında alınan dil örneklerinden elde
edilmiştir. Sonuçta tüm taklit türlerinde söz öncesi ve sözel dil grupları
arasında anlamlı farklılıklar olduğu, söz öncesi grupta yapılandırılmış nesneli
taklitlerin oyun karmaşıklığını anlamlı yordadığı; sözel dil grubunda ise yapılandırılmış
nesneli taklitlerin ve kendiliğinden taklitlerin oyun karmaşıklığını ve sözcük
dağarcığını anlamlı yordadığı belirlenmiştir. Araştırmanın bulguları, OSB olan
çocukların dil becerilerinin ve oyun karmaşıklığının gelişiminde farklı türdeki
taklit becerilerinin önemli bir rolü olabileceğini göstermektedir.

Keywords

Otizm spektrum bozukluğu, oyun karmaşıklığı, motor taklit, nesneli taklit, kendiliğinden taklit, sözcük dağarcığı

The Relationship between Imitation Types and Play Complexity and Vocabulary in Children with Autism Spectrum Disorder

Abstract

 

In
children with autism spectrum disorder (ASD), challenges in imitation and
symbolic play skills and life-long impairments in verbal language development
are observed. Researches have shown interrelations between challenges in
imitation, symbolic play, and language. This study investigates the
relationships between imitation types and vocabulary and play complexity. A
total of 108 children with ASD at ages from 3.0 to 8.0 years, including
children in the preverbal period (n = 58) and children with verbal language
skills (n=50), participated in the study. The imitation skills and symbolic
play complexity of the children were evaluated using the observation-based
procedures prevalently encountered in the relevant literature. Vocabulary of
the children was determined by obtaining language samples during conversations.
The results showed that there were significant differences between the
preverbal and verbal language groups in all imitation types; structured
imitation with objects significantly predicted play complexity in the preverbal
group; structured imitation with objects and spontaneous imitation
significantly predicted play complexity and vocabulary in the verbal language
group. The results of the study indicated that different types of imitation
skills had an important role in the development of the language and complex
play skills of children with ASD.

Keywords

Autism spectrum disorder, play complexity, motor imitation, imitation with objects, spontaneous imitation, vocabulary

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