TY  - JOUR
T1  - İkisi Otizm Spektrum Bozukluğu Tanılı, Biri Tipik Gelişim Gösteren Üçüz Kardeşlerin Dil ve İletişim Becerileri: Olgu Sunumu
TT  - Language and Communication Skills in Triplets: A Case Study on  Two Children on Autism Spectrum and Their Typically Developing Sibling
AU  - Bahşi, Fatıma Sena
AU  - Kaçar Kütükçü, Dilber
PY  - 2025
DA  - December
Y2  - 2025
DO  - 10.58563/dkyad-2025.83.11
JF  - Dil Konuşma ve Yutma Araştırmaları Dergisi
JO  - DKYAD
PB  - Dil ve Konuşma Terapistleri Derneği
WT  - DergiPark
SN  - 2651-2548
SP  - 455
EP  - 484
VL  - 8
IS  - 3
LA  - tr
AB  - Amaç: Bu çalışmanın amacı, aynı aile ve çevrede yetişen üçüzlerden OSB tanılı iki kardeş ile tipik gelişim gösteren kardeş arasındaki dil ve iletişim becerilerindeki benzerlik ve farklılıkları ortaya koymaktır. Yöntem: Bu çalışma, karşılaştırmalı betimsel araştırma modeli kullanılarak gerçekleştirilmiş bir olgu sunumu olup, katılımcıları 5 yaşında (64 aylık) ikisi kız, biri erkek olan üçüz kardeşlerden oluşmaktadır.  Katılımcıların dil, konuşma ve iletişim becerileri Türkçe Erken Dil Gelişim Testi (TEDİL), LITMUS Türkçe Cümle Tekrar Testi (LITMUS-TR), Türkçe Anlamsız Sözcük Tekrarı Testi (TAST), İletişim Matrisi, Ankara Gelişim Tarama Envanteri (AGTE), Gilliam Otistik Bozukluk Derecelendirme Ölçeği-2 Türkçe Versiyonu (GOBDÖ-2-TV) ile değerlendirilerek karşılaştırılmıştır.Bulgular: Tipik gelişim gösteren (TGG) erkek kardeşin TEDİL performansı “ortalama” iken, OSB'li kız kardeşlerden birinin TEDİL performansı “zayıf” bulunmuştur. OSB'li diğer kız kardeş işbirliği yapamadığı için testlerin hiçbiri uygulanamamıştır. TGG kardeşin LITMUS puanı 16 ve TAST puanı 2; OSB'li kardeşin LITMUS puanı 3 ve TAST puanı 2'dir. İletişim matrisi verilerine göre TGG kardeş iletişim becerilerini çeşitli ve işlevsel bir şekilde kullanabilmektedir. TEDİL performansı “zayıf” olan OSB'li kardeş dili sosyal amaçlı kullanırken jest ve mimikler yerine sözel ifadeleri tercih etmektedir. Diğer OSB'li kardeş ise sosyal ve bilgilendirici iletişimi tutarsız bir şekilde kullanmakta ve düşük düzeyde iletişimsel katılım göstermektedir.Sonuç: Benzer genetik ve çevresel koşullara sahip olmalarına rağmen, üçüzler farklı dil ve konuşma becerilerine sahiptir. Bu bulgular, OSB’nin bireysel çeşitliliğini ve nöroçeşitlilik yaklaşımının önemini vurgulamaktadır.
KW  - otizm spektrum bozukluğu
KW  - tipik gelişim
KW  - üçüz
KW  - nöroçeşitlilik
N2  - Purpose: The purpose of the study was to examine how the language and communication skills of children diagnosed with ASD differ from those of a typically developing triplet sibling who grew up in the same environment.Methods: The participants of the study were 5-year-old (64 months old) triplets, two girls and one boy. The language, speech and communication skills of the participants were evaluated with Turkish Early Language Development Test (TEDIL), LITMUS Turkish Sentence Repetition Test (LITMUS-TR), Turkish NonWord Repetition Test (TAST) and Communication Matrix.Results: The TEDIL score of the brother with TD was average, whereas the TEDIL score of one of the sisters with ASD was poor. The other sister with ASD could not be administered any of the tests because she could not co-operate. The TD brother had a LITMUS score of 16 and a TAST score of 2; the sibling with ASD had a LITMUS score of 3 and a TAST score of 2. According to the communication matrix data, the brother with TD is able to use his communication skills in a diverse and functional way. While using language for social purposes, ASD sibling with a poor TEDIL score prefers verbal expressions instead of gestures and facial expressions. The other ASD sibling uses social and informational communication inconsistently, indicating a low level of communicative engagement.Conclusion and Recommendations: Despite having similar genetic and environmental conditions, triplets have different language, speech and communication skills. These differences are noteworthy in terms of demonstrating neurodiversity and reminding us that individual differences should be emphasised in ASD.
CR  - American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
CR  - Aarnoudse-Moens, C. S. H., Weisglas-Kuperus, N., van Goudoever, J. B., & Oosterlaan, J. (2009). Meta-analysis of neurobehavioral outcomes in very preterm and/or very low birth weight children. Pediatrics, 124(2), 717–728. https://doi.org/10.1542/peds.2008-2816
CR  - Büyüktaşkapu, S. (2012). Annelerin özyeterlik algıları ile 1-3 yaş arasındaki çocuklarının gelişimleri arasındaki ilişkinin incelenmesi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 18–30.
CR  - Brunsdon, V. E., Happe, F., & Charman, T. (2015). Cognitive heterogeneity in autism: A systematic review and meta-analysis. Developmental Review, 36, 1–27. https://doi.org/10.1016/j.dr.2015.01.001
CR  - Brunsdon, V. E. A., Colvert, E., Ames, C., Garnett, T., Gillan, N., Hallett, V., … Happé, F. (2015). Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample. Journal of Child Psychology and Psychiatry, 56(8), 893–902. https://doi.org/10.1111/jcpp.12362
CR  - Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 315–324. https://doi.org/10.1098/rstb.2002.1199
CR  - Colvert, E., Tick, B., McEwen, F., Stewart, C., Curran, S. R., Woodhouse, E., … Bolton, P. (2015). Heritability of autism spectrum disorder in a UK population-based twin sample. JAMA Psychiatry, 72(5), 415–423. https://doi.org/10.1001/jamapsychiatry.2014.3028
CR  - Diken, İ. H., Ardıç, A., Diken, Ö., & Gilliam, J. E. (2012). Exploring the validity and reliability of Turkish version of Gilliam Autism Rating Scale-2: Turkish standardization study. Eğitim ve Bilim, 37, 318–328.
CR  - Durrleman, S., & Delage, H. (2016). Autism spectrum disorder and specific language impairment: Overlaps in syntactic profiles. Language Acquisition, 23(4), 361–386. https://doi.org/10.1080/10489223.2016.1179741
CR  - Eigsti, I. M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37(6), 1007–1023. https://doi.org/10.1007/s10803-006-0239-2
CR  - Eigsti, I. M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(3), 681–691. https://doi.org/10.1016/j.rasd.2010.09.001
CR  - Félix, J., Santos, M. E., & Benitez-Burraco, A. (2024). Specific language impairment, autism spectrum disorders and social (pragmatic) communication disorders: Is there overlap in language deficits? Review Journal of Autism and Developmental Disorders, 11(1), 86–106. https://doi.org/10.1007/s40489-022-00327-5
CR  - Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245. https://doi.org/10.1177/1077800405284363
CR  - Folstein, S., & Rutter, M. (1977). Infantile autism: A genetic study of 21 twin pairs. Journal of Child Psychology and Psychiatry, 18(4), 297–321. https://doi.org/10.1111/j.1469-7610.1977.tb00443.x
CR  - Frazier, T. W., Thompson, L., Youngstrom, E. A., Law, P., Hardan, A. Y., Eng, C., & Morris, N. (2014). A twin study of heritable and shared environmental contributions to autism. Journal of Autism and Developmental Disorders, 44(8), 2013–2025.  https://doi.org/10.1007/s10803-014-2081-2
CR  - Güven, S., & Topbaş, S. (2014). Adaptation of the Test of Early Language Development - Third Edition (TELD-3) into Turkish: Reliability and validity study. International Journal of Early Childhood Special Education, 6, 151–176.
CR  - Hallmayer, J., Cleveland, S., Torres, A., Phillips, J., Cohen, B., Torigoe, T., … Risch, N. (2011). Genetic heritability and shared environmental factors among twin pairs with autism. Archives of General Psychiatry, 68(11), 1095–1102. https://doi.org/10.1001/archgenpsychiatry.2011.76
CR  - Herbert, M. R., Ziegler, D. A., Deutsch, C. K., O’Brien, L. M., Lange, N., Bakardjiev, A., & Kennedy, D. N. (2002). Dissociations of cerebral cortex, subcortical and cerebral white matter volumes in autistic boys. Brain, 126(5), 1182–1192. https://doi.org/10.1093/brain/awg110
CR  - Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20–30. https://doi.org/10.1007/s10728-011-0169-9
CR  - Just, M. A., Cherkassky, V. L., Keller, T. A., & Minshew, N. J. (2004). Cortical activation and synchronization during sentence comprehension in high-functioning autism: Evidence of underconnectivity. Brain, 127(8), 1811–1821. https://doi.org/10.1093/brain/awh199
CR  - Kaçar, D. (2011). Anlamsız sözcük tekrarı testi geliştirme çalışması: Özgül dil bozukluğu olan çocuklarla ön çalışma bulguları [Yüksek lisans tezi].  Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir
CR  - Kaçar-Kütükçü, D., & Topbaş, S. (2024). LITMUS Turkish sentence repetition test: The best items, effect of scoring and diagnostic accuracy. Applied Neuropsychology: Child, 12(1), 1–14. https://doi.org/10.1080/21622965.2024.2400483
CR  - Kapp, S. K., Gillespie-Lynch, K., Sherman, L. E., & Hutman, T. (2013). Deficit, difference, or both? Autism and neurodiversity. Developmental Psychology, 49(1), 59–71. https://doi.org/10.1037/a0028353
CR  - Karasar, N. (2024). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler (39. basım). Nobel Akademik Yayıncılık.
CR  - Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2–3), 287–308. https://doi.org/10.1080/01690960042000058
CR  - Meir, N., & Novogrodsky, R. (2019). Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language, 40(4), 341-366. https://doi.org/10.1177/0142723719849981 (Original work published 2020)
CR  - Modyanova, N., Perovic, A., & Wexler, K. (2017). Grammar is differentially impaired in subgroups of autism spectrum disorders: Evidence from an investigation of tense marking and morphosyntax. Frontiers in Psychology, 8, 320. https://doi.org/10.3389/fpsyg.2017.00320
CR  - Murdaugh, D. L., Maximo, J. O., Cordes, C. E., O’Kelley, S. E., & Kana, R. K. (2017). From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention. NeuroImage: Clinical, 16, 303–312. https://doi.org/10.1016/j.nicl.2017.08.012
CR  - Nicolaidis, C., Raymaker, D., McDonald, K., Lund, E., Leotti, S., Kapp, S. K., … Zhen, K. Y. (2019). The AASPIRE practice-based guidelines for the inclusion of autistic adults in research as co-researchers and study participants. Autism, 23(8), 2007–2019. https://doi.org/10.1177/1362361319830523
CR  - Nissen, T., & Wynn, R. (2014). The clinical case report: A review of its merits and limitations. BMC Research Notes, 7, 264. https://doi.org/10.1186/1756-0500-7-264
CR  - Oliver, B. R., & Plomin, R. (2007). Twins’ Early Development Study (TEDS): A genetically sensitive investigation of cognitive and behavioral development from childhood to young adulthood. Twin Research and Human Genetics, 10(1), 96–105. https://doi.org/10.1375/twin.10.1.96
CR  - Pellicano, E., & den Houting, J. (2022). Annual research review: Shifting from ‘normal science’ to neurodiversity in autism science. Journal of Child Psychology and Psychiatry, 63(4), 397–417. https://doi.org/10.1111/jcpp.13534
CR  - Riches, N. G., Loucas, T., Baird, G., Charman, T., & Simonoff, E. (2010). Sentence repetition in adolescents with specific language impairments and autism: An investigation of complex syntax. International Journal of Language & Communication Disorders, 45(1), 47–60. https://doi.org/10.3109/13682820802647676
CR  - Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25(3), 429–448. https://doi.org/10.1017/S0142716404001201
CR  - Ronald, A., & Hoekstra, R. A. (2011). Autism spectrum disorders and autistic traits: A decade of new twin studies. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 156(3), 255–274. https://doi.org/10.1002/ajmg.b.31159
CR  - Rosen, N. E., Lord, C., & Volkmar, F. R. (2021). The diagnosis of autism: From Kanner to DSM-III to DSM-5 and beyond. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-021-04904-1
CR  - Rowland, C., & Fried-Oken, M. (2010). Communication Matrix: A clinical and research assessment tool targeting children with severe communication disorders. Journal of Pediatric Rehabilitation Medicine, 3(4), 319–329. https://doi.org/10.3233/PRM-2010-0144
CR  - Savaş, M. (2023). The effect of otitis media with effusion on language and cognitive skills in school-age children. Experimed, 13(2), 156–162.  https://doi.org/10.26650/experimed.1317269
CR  - Schaeffer, J., Abd El-Raziq, M., Castroviejo, E. et al. Language in autism: domains, profiles and co-occurring conditions. J Neural Transm 130, 433–457 (2023). https://doi.org/10.1007/s00702-023-02592-y
CR  - Sezgin, N. (2011). Ankara Gelişim Tarama Envanteri (AGTE) için iki farklı geçerlik çalışması: Ölçüte bağlı ve eşzamanlı ayırdedici geçerliği. Turkish Journal of Child and Adolescent Mental Health, 18(3), 185–196.
CR  - Sutcliffe, A. G., & Derom, C. (2006). Follow-up of twins: Health, behaviour, speech, language outcomes and implications for parents. Early Human Development, 82(6), 379–386.  https://doi.org/10.1016/j.earlhumdev.2006.03.007
CR  - Şimşek, K. N. (2020). Otizm spektrum bozukluğuna sahip bireylerin iletişim becerilerinin İletişim Matrisi aracılığıyla incelenmesi [Yüksek lisans tezi]. İstanbul Medipol Üniversitesi, Sağlık Bilimleri Enstitüsü, İstanbul
CR  - Şimşek, K. N., Günhan Şenol, N. E., Birol, N. Y., & Yaşar Gündüz, E. (2024). Investigation of communicative behaviors and communication functions of Turkish individuals with autism spectrum disorder through Communication Matrix. International Journal of Developmental Disabilities, 1–16. https://doi.org/10.1080/20473869.2024.2331836
CR  - Taçalan, P. S., & Çıldır, B. (2022). Türk otizm spektrum bozukluğu olan çocukların dil gelişim özellikleri. In Ö. A. Şenkal (Ed.), Güncel odyoloji ve dil konuşma bozuklukları çalışmaları (Bölüm 8, ss. 69–78). Akademisyen Kitabevi.
CR  - Tager-Flusberg, H. (2016). Risk factors associated with language in autism spectrum disorder: Clues to underlying mechanisms. Journal of Speech, Language, and Hearing Research, 59(1), 143–154. https://doi.org/10.1044/2015_JSLHR-L-15-0146
CR  - Tick, B., Bolton, P., Happé, F., Rutter, M., & Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A meta‐analysis of twin studies. Journal of Child Psychology and Psychiatry, 57(5), 585–595. https://doi.org/10.1111/jcpp.12499
CR  - Topbaş, S., Kaçar-Kütükçü, D., & Kopkallı Yavuz, H. (2014). Performance of children on the Turkish Nonword Repetition Test: Effect of word similarity, word length, and scoring. Clinical Linguistics & Phonetics, 28(7–8), 602–616. https://doi.org/10.3109/02699206.2014.886725
CR  - Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education, 50(1), 37–48. https://doi.org/10.1177/0022466915613593
CR  - Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R. (2017). Grammatical language impairment in autism spectrum disorder: Exploring language phenotypes beyond standardized testing. Frontiers in Psychology, 8, 532. https://doi.org/10.3389/fpsyg.2017.00532
UR  - https://doi.org/10.58563/dkyad-2025.83.11
L1  - https://dergipark.org.tr/tr/download/article-file/5029427
ER  -