DİL VE KONUŞMA BOZUKLUĞU TANISI OLAN VE TİPİK GELİŞİM GÖSTEREN ÇOCUKLARIN OYUN DAVRANIŞLARININ İNCELENMESİ

Abstract

Bu çalışmayla dil ve konuşma bozukluğu olan (konuşma sesi bozukluğu, akıcı konuşma bozukluğu ve gelişimsel dil bozukluğu) ve tipik gelişen çocukların oyun davranışlarının incelenmesi amaçlanmaktadır. Çalışma 36-71 ay arasında dil ve konuşma bozukluğu (DKB) olan 200 çocuk ve tipik gelişim gösteren 200 çocuk olmak üzere toplam 400 çocuk ve öğretmenleriyle yapılmıştır. Veri toplama aracı olarak “Genel Bilgi Formu ve "Oyun Davranışı Ölçeği" kullanılmıştır. DKB olan çocukların sessiz davranış ve tek başına oyun puan ortalamalarının tipik gelişim gösteren çocuklardan anlamlı düzeyde yüksek ve sosyal oyun puanları ise anlamlı düzeyde düşük bulunmuştur. Yaş değişkenine göre her iki grup arasında sessiz davranış, tek başına, paralel ve sosyal oyun puanları farklılaşmaktadır. Dil bozukluğu olan çocukların sessiz davranış puan ortalamaları konuşma sesi bozukluğu olan çocuklardan anlamlı düzeyde yüksekken; konuşma sesi bozukluğu olan çocukların sosyal oyun puan ortalamaları ise dil bozukluğu olan çocuklara göre anlamlı düzeyde yüksek saptanmıştır. Bu bulgular doğrultusunda dil ve konuşma bozukluğu olan çocukların, tipik gelişen akranlarına göre oyun becerilerinde farklılıklar olduğu görülmüştür. Araştırma sonucunda; DKB’li çocuklarla çalışan klinisyenlerin, çocukların dil ve konuşma becerilerini değerlendirmenin yanı sıra oyun davranışlarını da değerlendirmesi önerilmekte, değerlendirme sonuçlarının ise bu çocuklar için oluşturulacak müdahale ve terapi süreçlerine dahil edilmesi önemli görülmektedir.

Keywords

• Çocuk
• dil
• konuşma
• bozukluk
• oyun becerileri

Supporting Institution

Araştırmamız kapsamında hiçbir fon, hibe veya başka bir destek alınmamıştır.

Ethical Statement

Erzincan Binali Yıldırım Üniversitesi İnsan Araştırmaları Etik Kurulu'ndan etik izin alınmıştır (Tarih: 31/03/2021, Sayı: 04/08). Araştırmamızda araştırmacılar arasında hiçbir çıkar çatışmamız yoktur.

INVESTIGATION OF PLAY BEHAVIOR OF CHILDREN DIAGNOSED WITH SPEECH AND LANGUAGE DISORDER AND TYPICALLY DEVELOPING

Abstract

This study aims to examine the play behaviors of children with language and speech disorders (speech sound disorder, fluent speech disorder, and developmental language disorder) and typically developing children. The study was conducted with a total of 400 children and their teachers, including 200 children with speech and language disorders (SLD) and 200 children with typical development, between the ages of 36 and 71 months. "General Information Form and "Play Behavior Scale" were data collection tools. The mean scores for silent behavior and solitary play were significantly higher, and the mean scores for social play were significantly lower in children with SLD than in children with typical development. Silent behavior, solitary, parallel, and social play scores differ between the two groups according to the age variable. While the silent behavior mean scores of children with language disorders were significantly higher than those of children with speech sound disorders. The mean social play scores of children with speech sound disorders were found to be significantly higher than those of children with language disorders. In line with these findings, it was observed that children with speech and language disorders have different play skills compared to their typically developing peers. As a result of the research, it is recommended that clinicians working with children with DID evaluate their play behaviors in addition to evaluating their language and speech skills, and it is considered important to include the results of the evaluation in the intervention and therapy processes that will be created for these children.

Keywords

• Child
• language
• speech
• disorder
• play skills

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