OTİZMLİ ÇOCUKLARDA TEMEL HAREKET EĞİTİMİNİN FİZİKSEL UYGUNLUK PARAMETRELERİ ÜZERİNE ETKİSİ

Öz

Bu çalışmanın amacı, 6-11 yaş erkek otizmli çocuklara 12 hafta süreyle uygulanan temel hareket eğitiminin fiziksel uygunluk parametreleri üzerine etkisinin incelenmesidir. Araştırmaya, yaşları 6 ile 11 yaş arasında bulunan yaş ortalamaları 7,33±1,50, boy ortalamaları 135,22±4,16 ve kilo ortalamaları 37,33±4,04 olan toplam 9 erkek çocuk katılmıştır. Hareket eğitiminin etkisini belirlemek için Eurofit Test Bataryası kullanılarak, dikey sıçrama, durarak uzun atlama, squat, şınav, reaksiyon zamanı, denge ve esneklik ölçümleri yapılmıştır. Verilerin değerlendirilmesinde SPSS 21 paket programı kullanılmıştır. Ön test ve son test arasındaki farklılığın belirlenmesinde paired t testi uygulanmıştır. Yapılan bağımlı t testi sonuçlarına göre, durarak uzun atlama, esneklik ve dikey sıçrama değişkenleri bakımından ön-test ve son-test arasında istatistiki olarak anlamlı düzeyde farklılık bulunmuştur (p<0.01). Squat ve şınav değişkenleri bakımından ön-test ve son-test arasında anlamlı düzeyde farklılık bulunmuştur (p<0.05).  Reaksiyon zamanı ve denge değişkenleri bakımından ön-test son-test arasında anlamlı farklılık bulunmamıştır (p>0.05). Sonuç olarak, düzenli periyotlarla uygulanan hareket eğitiminin 6-11 yaş otizmli çocuklarda fiziksel uygunluk parametrelerini anlamlı düzeyde geliştirdiği görülmüştür. 

Anahtar Kelimeler

• Otizm,Fiziksel Uygunluk

Kaynakça

1. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders. 4 edition, Washington, DC.
2. American Psychiatric Association. (2010). DSM-5 Development, The future of psychiatric diagnosis. http://www.dsm5.org/ Pages/Default.aspx.
3. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. Text revision (4th TR ed.). Washington, DC: American Psychiatric Association.
4. American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders (DSM-5). (2013). 5 edn. Arlington: American Psychiatric Association.
5. Arslan, E., İnce, G. (2015). 12 Haftalık Egzersiz Programının Atipik Otizmli Çocukların Kaba Motor Beceri Düzeylerine Etkisi. Uluslararası Spor, Egzersiz ve Antrenman Bilimi Dergisi, Cilt 1, Sayı 1, 51-62.
6. Awamleh A. A., Woll, A. (2014). The Influence of Physıcal Exercıse on Indıvıduals Wıth Autısm: Is Physıcal Exercıse Able to Help Autıstıc?. Journal of Social Sciences, 10 (2): 46-50.
7. Awamleh, A .A., and Woll, A. (2014). The Influence of Physıcal Exercıse on Indıvıduals Wıth Autısm: Is Physıcal Exercıse Able to Help Autıstıc?. Journal of Social Sciences, 10 (2): 46-50.
8. Baio, J., Wiggins, L., Christensen D. L., et al. (2018). Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network. 11 Sites, United States, 2014. Surveillance Summaries / April 27, 67(6);1–23.

9. Baisch, B., Cai, S., Li, Z., Pinheiro, V. (2017). Reaction Time of Children with and without Autistic Spectrum Disorders. Open Journal of Medical Psychology, 6, 166-178.
10. Bourgeois, J.A.,. Hales, R.E., Young, J.S., et al., (2009), “The American Psychiatric Publishing Board Review Guide for Psychiatry”, 1st Edn., American Psychiatric, Washington, DC., ISBN-10: 1585622974, pp: 966.
11. Cheldavi, H., Shakerian, S., Nahid, S., et al. (2014). The effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information. Research in Autism Spectrum Disorders, 8, 8–14.
12. Christensen D. L., Baio, J., Braun, K.V.N., et al. (2016). Prevalence and Characteristics of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012. Surveillance Summaries / April 1, 65(3);1–23.
13. Debbaudt, D. (2002). Autism, Advocates and Law Enforcement Professionals: Recognizing and Reducing Risk Situations for People with Autism Spectrum Disorders. 1st Edn., Jessica Kingsley Publishers, Philadelphia, PA., ISBN-10: 1853029807, pp: 142.
14. Dewey, D., Cantell, M., Crawford, S.G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/or atten-tion deficit hyperactivity disorder. J. Int. Neuropsychol. Soc., 13 (2), 246–256.
15. Emck, C., Bosscher, R. J., Van Wieringen, P. C. W., et al. (2011). Gross motor performance and physical fitness in children with psychiatric disorders. Developmental Medicine & Child Neurology, 53, 150–155.
16. Ferreira, J. P., Toscano, C. V. A., Rodrigues, A. M., et al. (2018). Effects of a Physical Exercise Program (PEP-Aut) on Autistic Children’s Stereotyped Behavior. Metabolic and Physical Activity Profiles, Physical Fitness, and Health-Related Quality of Life: A Study Protocol, Public Health, 02 March.
17. Filipek, P.A., Accardo, P.J., Baranek, G.T., et al. (1999). The screening and diagnosis of autistic spectrum disorders. J Autism Dev Disorders, 29:439–84.
18. Green, D., et al. (2009). Impairment in movement skills of children with autistic spectrum disorders. Dev. Med. Child Neurol, 51 (4), 311–316.
19. Heidi I. Stanish1, Curtin, C., Must, A., at al. (2015). Enjoyment, Barriers, and Beliefs about Physical Activity among Adolescents With and Without Autism Spectrum Disorder. Adapt Phys Activ Q., October ; 32(4): 302–317. doi:10.1123/APAQ.2015-0038.
20. Hildebrandt, V.H., Chorus, A.M.J., and Stubbe, J.H. (2010). Trendrapport Bewegen en Gezondheid 2008/2009. Leiden TNO.
21. Hooper, S. R., Umansky, W. (2009). Young Children With Special Needs. 5th ed. Upper Saddle River, NJ: Merrill.
22. Huettig, C., O’Connor, J. (1999). Wellness programming for preschoolers with disabilities. Teach. Except. Children, 31: 12-17.
23. Jam, A. Z., Talab, R. H., Sheikh, M., et al. (2018). The efect of 16 weeks gymnastic training on social skills and neuropsychiatric functions of autistic children. Sport Sciences for Health, 14:209–214.
24. Jansen I., Leblanc A.G. (2010). Systemic review of health benefits of physical activity and fitness in school-aged children an youth. International Journal of Behavioral Nutrition and Physical Activity, 7:40.
25. Kathryn, N., George, O. C. L., Peckus, R., et al. (2011). The Effects of Aerobic Exercise on Academic Engagement in Young Children With Autism Spectrum Disorder. Pediatr Phys Ther, 23:187–193.
26. Kerdsomboon, N., Tungthongchaı, O., Keowmookdar, N. (2015). Effects of Exercıse wıth Mını Tennıs Traınıng Program on Eyes and Hands Reactıon Tıme and Balance of Autıstıc Chıldren. Journal of Sports Science and Technology, Volume 15, No. 2, December.
27. Kern, L., Koegel R. L., Dunlap, G. (1984). The influence of vigorous versus mild exercise on autistic stereotyped behaviors. J Autism Dev Disord., Mar;14(1):57-67.
28. Keskin, B., Hanbay, E., Kalyoncu, M. (2017). 5-8 Yaş Grubu Otistik Çocuklarda Egzersiz Uygulamalarının Sportif Performans Üzerine Etkileri. İÜ Spor Bilimleri Dergisi, Cilt (Vol) 7, Sayı (No) 2.
29. Ketcheson, L. R. (2014). Motor Skills and Level of Physical Activity in Young Children with Autism Spectrum Disorder. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Kinesiology) in The University of Michigan.
30. Kim, Y., Todd, T., Fujii, T., et al. (2016). Effects of Taekwondo intervention on balance in children with autism spectrum disorder. Journal of Exercise Rehabilitation, 12(4):314-319.
31. Kuno, K., Ishii, Y., Ueda, T., et al. (2010). The Effects Of Physical Training On Standing Long Jump Among The People With Autism and The Down Syndrome, by the American College of Sports Medicine.
32. Lloyd, M. (2017). Investigating the Effectiveness of a Gymnastics Intervention on Motor skills and Balance of Children ages 5-9 with Autism Spectrum Disorder. Master of Health Sciences, April.
33. Lourenço , Esteves, C. D., Corredeıra, R., et al. (2015). The effect of a trampoline-based training program on the muscle strength of the inferior limbs and motor proficiency in children with autism spectrum disorders. Journal of Physical Education and Sport (JPES), 15(3), Art 89, pp..592 - 597.
34. LoVullo, S. V., Matson, J. L. (2009). Comorbid psychopathology in adults with autism spectrum disorders and intellectual disabilities. Research in Developmental Disabilities, 30, 1288–1296.
35. Maanum, J.L. (2009). The General Educator’s Guide to Special Education. 3rd Edn., Corwin Press, Thousand Oaks. CA., ISBN-10: 1412971373, pp: 236.
36. MacDonald, M., Esposito, P., and Ulrich, D. (2011). The physical activity patterns of children with autism. BMC Research Notes, 4:422.
37. Magnusson, J. E., Cobham, C., McLeod, R. (2012). Beneficial Effects of Clinical Exercise Rehabilitation for Children and Adolescents with Autism Spectrum Disorder. (ASD), Journal of Exercise Physiology, Volume 15 Number 2 April.
38. Manjiviona, J., Prior, M. (1995). Comparison of Asperger syndrome and high-functioning autistic children on a test of motor impairment. J. Autism Dev. Disord. 25 (1), 23–39.
39. Matson, J. L., Dempsey, T., and Fodstad, J. C. (2009). The effect of autism spectrum disorders on adaptive independent living skills in adults with severe intellectual disability”, Research in Developmental Disabilities, 30, 1203–1211.
40. Matson, J. L., Rivet, T. T. (2008). Characteristics of challenging behaviours in adults with autistic disorder, PDD-NOS and intellectual disability. Journal of Intellectual and Developmental Disability, 33, 313–329.
41. McKeen, P. (2013). The impact of motor skill training on balance, handeye coordination and reaction in a group of adults with autism and an intellectual disability. A Thesis Submitted to the Faculty of Graduate Studies through the Department of Kinesiology in Partial Fulfillment of the Requirements for the Degree of Masters of Human Kinetics at the University of Windsor.
42. Medeiros, K., Kozlowski, A. M., Beighley, at al., J. L.(2012). The effects of developmental quotient and diagnostic criteria on challenging behaviors in toddlers with developmental disabilities. Research in Developmental Disabilities”, 33, 1110–1116.
43. Mohamed, S. E. (2017). Effect of Aquatıc Exercıses Approach (Hallıwıck-Therapy) on Motor Skılls for Chıldren wıth Autısm Spectrum Dısorders. Ovidius University Annals, Series Physical Education and Sport Scıence, Movement and Health, Vol. XVII, Issue 2 Supplement.
44. Najafabadi, M. G., Sheikh, M., Hemayattalab,R., Amir, M., Rezaii, M., Hafizi, S. (2018). The effect of SPARK on social and motor skills of children with autism. Pediatrics and Neonatology, xx, 1-7.
45. Natalia, N. (2016). The efficacy of a 12 week exercise intervention in 11-16 year old adolescent with autism spectrum disorders.
46. Odabaş, C. (2016). Eğitilebilir Otizmli Çocuklarda Düzenli Spor Eğitiminin Bireysel Beceriler Üzerine Etkilerinin İncelenmesi. Yüksek Lisans Tezi.
47. Ortega, F.B., Ruiz, J.R., Castillo, M.J., et al. (2008). Physical fitness in childhood and adolescence: a powerful marker of health. International Journal of Obesity, 32, 1–11.
48. Pace, M., Bricout, V. A. (2015). Low heart rate response of children with autism spectrum disorders in comparison to controls during physical exercise. Physiology & Behavior, 141, 63–68.
49. Pan, C.Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. ,Autism. Jan;14(1):9-28.
50. Pan, C. Y. (2008). Objectively Measured Physical Activity Between Children With Autism Spectrum Disorders and Children Without Disabilities During Inclusive Recess Settings in Taiwan. J Autism Dev Disord, 38:1292–1301.
51. Pan, C.Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 657–665.
52. Pan, C.Y., Tsai, C.L., Chu, C.H. (2009). Fundamental Movement Skills in Children Diagnosed with Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder. Journal of Autism and Developmental Disorders, 39, 1694–1705.
53. Petrus, C., Adamson, S.R., Block, L., et al. (2008). Effects of Exercise Interventions on Stereotypic Behaviours in Children with Autism Spectrum Disorder. Physiother Can, 60:134-145.
54. Phillips, K. L., Schieve, L. A., Visser, S., et al. (2014). Prevalence and impact of unhealthy weight in a national sample of US adolescents with autism and other learning and behavioral disabilities. Maternal and Child Health Journal, 18(8), 1964–1975. doi:10.1007/s10995-014-1442-y.
55. Rachel, A., Jones, R. A., Downing, K., et al. (2017). Physical activity, sedentary behavior and their correlates in children with Autism Spectrum Disorder. A systematic review, PLOS ONE | DOI:10.1371/journal.pone.0172482 February 28.
56. Salar, S., Daneshmandi, H., Ardakani, M. K., et al. (2014). The Relationship of Core Strength with Static and Dynamic Balance in Children with Autism. Parsan Sport Scholars Organization (PSS).
57. Saraçoğlu, R. N., Şirinkan, A. (2016). The Research of the Effect of The Pılates Specıal Movement Traınıng Program Whıch Is Applıed to Autısm Spectrum Students On Student’s Balance and Flexıbılıty Propertıes. European Journal of Physical Education and Sport Science, Volume 2, Issue 2.
58. Smith, K. R. M., and Matson, J. L. (2010). Social skills: Differences among intellectually disabled adults with co-morbid autism spectrum disorders and epilepsy. Research in Developmental Disabilities, 31, 1366–1372.
59. Sowa M., Meulenbroek, R. Effects of Physical Exercise on Autism Spectrum Disorders: A Meta-analysis. Manuscript accepted for publication in Research in Autism Spectrum Disorders.
60. Şirinkan, A., Saraçoğlu, R. N. (2017). The Investıgatıon of the Effects To Physıcal Parameters of 24 Weeks Specıal Movement Traınıng Program Whıch Is Applıed to Autıstıc Chıldren wıth Eurofıt Tests. European Journal of Physical Education and Sport Science, Volume 3, Issue 7.
61. Thomas, B. R., Lafasakis, M., Spector, V. (2016). Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder. J Autism Dev Disorder, 46:3824–3829.
62. Tyler K., MacDonald M., Menear K. (2014). Physical Activity and Physical Fitness of School-Aged Children and youth with Autism Spectrum Disorders, Hindawi Publishing Corporation. Autism Research and Treatment, 6 pages.
63. Volkmar, F.R., and Wiesner, L.A. (2009). A Practical Guide to Autism: What Every Parent, Family Member and Teacher Needs to Know. 1st Edn., John Wiley and Sons, Hoboken, NJ., ISBN-10: 0470502614, pp: 384.
64. World Health Organization. (2002). The World Health Report, reducing risks, promoting healthy life. Copenhagen: WHO”. Yılmaz, İ., Yanardağ, M., Birkan, B., ve ark. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46, 624–626.
65. Yu, C. C. W., Wong, S. W. L., Lo, F. S. F., et al. (2018). Study protocol: a randomized controlled trial study on the effect of a game-based exercise training program on promoting physical fitness and mental health in children with autism spectrum disorder. BMC Psychiatry, 18:56.
66. Zhao, M., Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism. Hindawi BioMed Research International Volume, Article ID 1825046, 13 pages.