COVID-19 Pandemi Sürecinde Özel Gereksinime İhtiyaç Duyan Çocukların Yürütücü İşlevleri ve Aktivite Katılımı

Öz

Amaç: Özel gereksinimi olan çocukların pandemi sürecindeki serbest zaman aktivitelerine katılımı ve yürütücü işlevler ile aktiviteler arasındaki ilişkiyi belirlemek amacıyla yapıldı. Gereç ve Yöntem: Çocukların serbest zaman aktivite katılımlarını tespit etmek için “Kanada Aktivite Performans Ölçümü (KAPÖ)”, yürütücü işlevlerdeki seviyesini belirlemek için ise “Çocukluk Dönemi Yürütücü İşlev Envanteri Ebeveyn/Öğretmen Formu (CHEXI)” kullanıldı. CHEXI; çalışan belleği ve önleyici kontrol alt başlıklarından oluşmaktadır. Sonuçlar: Çalışmaya 2-20 yaş arası, yaş ortalamaları 13,1±4,5 yıldan oluşan 20 kız, 17 erkek, 37 çocuk alındı. Çalışan belleği puan ortalaması 46,18±7,06, inhibisyon puanı 35,51±10,18’dir. Aktivitelere katılan çocuklarda yürütücü işlev ile aktivite çeşitleri arasında ilişki olduğu belirlendi (p<0,05). Fiziksel aktiviteye katılan çocuklarda; takım sporu (r=-0.360, p=0,029), koşma (r=-0,334, p=0,043) ile inhibisyon arasında anlamlı bir ilişki bulunurken, yeteneksel aktivitelerde; müzik/resim/el sanatları (r=-0,400, p=0,014) ile çalışan bellek düzeyleri arasında anlamlı düzeyde ilişki bulundu. Tartışma: Çalışmamızın sonucunda pandemi döneminde aktiviteye katılan çocuklarda yürütücü işlevlerinin olumlu etkilendiği tespit edilerek, bu sürecin yönetilmesinde aktiviteye yönelik programların yürütücü işlevlerin desteklemesine önemli katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

• Özel öğrenme bozukluğu
• Hassas popülasyonlar
• Boş zaman aktiviteleri
• Yürütücü İşlevler

Executive Functions and Activity Participation of Children with Special Needs in the COVID-19 Pandemic Process

Öz

Purpose: The study was conducted to determine the participation of children with special needs in leisure time activities and the relationship between executive functions and activities during the pandemic process. Material and Methods: "Canadian Occupational Performance Measurement (COPM)" was used to measure children's participation in leisure activities and the "Childhood Executive Function Inventory Parent/Teacher Form (CHEXI)" to determine their level of executive functions. CHEXI consists of working memory and inhibitory control subheadings. Results: A total of 37 children, 20 girls and 17 boys, aged 2-20 years, with a mean age of 13.1±4.5 years, were included in the study. The mean working memory score was 46.18±7.06, and the inhibitory control score was 35.51±10.18. It was determined that there was a relationship between executive functions and activity types in children participating in activities (p<0.05). There were significant correlations between inhibition and team sports (r=-0.360, p=0,029) and running (r=-0.334, p=0.043) in participation in physical activities. A significant correlation was found between working memory and music/painting/handicrafts (r=-0.400, p=0.014) in participation in skilled activities. Conclusion: Since the study results have shown that the executive functions of children participating in activities are positively affected during the pandemic, it is thought that activity-oriented programs will contribute significantly to the support of executive functions in the management of this process.

Anahtar Kelimeler

• Specific learning disorder
• Vulnerable populations
• Leisure activities
• Executive function

Kaynakça

1. Aitchison, C. (2003). From leisure and disability to disability leisure: developing data, definitions and discourses. Disabil Soc, 18(7), 955-969. doi.org/10.1080/0968759032000127353
2. Akoğlu, G., & Karaaslan, B. T. (2020). COVID-19 ve izolasyon sürecinin çocuklar üzerindeki olası psikososyal etkileri. İKÇÜSBFD, 5(2), 99-103.
3. Alyoubi, R. A., & Ebtisam, A. A. (2020). Experiences of parenting phild with ASD during COVID-19 pandemic: a cross-sectional study. Med Sci, 24(106), 3972-3980.
4. Bayhan, N. P. (2018). Erken müdahale programlarında aile merkezli uygulamalar ve geçiş. E. N. Metin (Ed.), Özel Gereksinimli Çocuklar. p57-90. Ankara: Anı Yayıncılık.
5. Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Educ Dev, 25(1), 56-70. doi.org/10.1080/10409289.2013.780505
6. Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: promotion of self-regulation and the prevention of early school failure. Dev Psychopathol, 20(3), 899-911. doi: 10.1017/S0954579408000436
7. Best, J. R. (2010). Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise. Dev Rev, 30(4), 331–351. doi: 10.1016/j.dr.2010.08.001
8. Bierman, K. L., & Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs. In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive Function in Preschool-age Children: Integrating Measurement, Neurodevelopment, and Translational Research, (pp. 299-326). Washington, DC: American Psychological Association. doi.org/10.1037/14797-014

9. Bult, M. K., Verschuren, O., Jongmans, M. J., Lindeman, E., & Ketelaar, M. (2011). What influences participation in leisure activities of children and youth with physical disabilities? A systematic review. Res Dev Disabil, 32(5), 1521-1529. doi: 10.1016/j.ridd.201.01.045
10. Bult, M. K., Verschuren, O., Lindeman, E., Jongmans, M. J., & Ketelaar, M. (2013). Do children participate in the activities they prefer? A comparison of children and youth with and without physical disabilities. Clin Rehabil, 28(4), 388-396. doi:10.1177/0269215513504314
11. Callea, M., Cammarata‐Scalisi, F., Galeotti, A., Villani, A., & Valentini, D. (2020). COVID‐19 and down syndrome. Acta Paediatr, 109(9), 1901-1902. doi: 10.1111/apa.15409
12. Çalışkan, Y. (2020). COVİD-19 pandemisi ve karantina sürecinde çocuk ruh sağlığı. Med Res Rep., 3(Supp 1), 149-154.
13. Daniels, S. & Peters. D. B. (2015). Yaratıcı Çocuklar Yetiştirmek. Ü. Oğurlu ve F. Kaya (Ed). Ankara: Eğiten Yayıncılık.
14. Demirbaş, K.N., & Koçak, S.S. (2020). 2-6 yaş arasında çocuğu olan ebeveynlerin bakış açısıyla Covid-19 salgın sürecinin değerlendirilmesi. Avras Sos Ekon Araş Derg, 7(6), 328-349.
15. Diamond, A. (2015). Effects of physical exercise on executive functions: going beyond simply moving to moving with thought. Ann Sports Med. Res, 2(1), 1011.
16. Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive Function in Preschool-age Children: Integrating Measurement, Neurodevelopment, and Translational Research, (pp. 11-43). Washington, DC: American Psychological Association.
17. Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387-1388. doi: 10.1126/science.1151148
18. Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959–963. doi: 10.1126/science.1204529
19. Faul, F., Erdfelder, E., Buchner, A., & Lang, A.G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behav Res Methods, 41, 1149-1160. doi:10.3758/BRM.41.4.1149
20. Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Dev Sci, 12(4), 9-15. doi: 10.1111/j.1467-7687.2009.00848.x
21. Hook, C. J., Lawson, G. M., & Farah, M. J. (2013). Socioeconomic status and the development of executive function. Retrieved from the Web January 10, 2012. https://www.child-encyclopedia.com/
22. Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., et al. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. J Pediatr, (221), 264-266. doi: 10.1016/j.jpeds.2020.03.013
23. Kayhan, E. (2010). A Validation Study for the Childhood Executive Functioning Inventory: Behavioral Correlates of Executive Functioning (Yüksek lisans tezi). Bogazici University, Istanbul.
24. Krishnan, I., Mello, G., Kok, S., Sabapathy, S., Munian, S., Ching, H., et al. (2020) Challenges faced by hearing impairment students during COVID-19. Malays J Soc Sci Humanit, 5(8), 106 - 116. doi: 10.47405/mjssh.v5i8.472.
25. King, G., Law, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure 45 participation of children with disabilities. Phys Occup Ther Pediatr, 23(1), 63-90. doi: 10.1080/J006v23n0
26. King, G., Imms, C., Palisano, R., Majnemer, A., Chiarello, L., Orlin, M., et al. (2013). Geographical patterns in the recreation and leisure participation of children and youth with cerebral palsy: a CAPE international collaborative network study. Dev Neurorehabil, 16(3), 196-206. doi: 10.3109/17518423.2013.773102
27. Klein, M.D., Cook, R.E., Richardson-Gibbs A.M. (2016). Strategies for Including Children with Special Needs in Early Childhood Settings., Boston: Cengage Learning.
28. Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. J Appl Dev Psychol, 25(3), 283-302. doi.org/10.1016/j.appdev.2004.04.002
29. Law, M., King, G., King, S., Kertoy, M., Hurley, P., Rosenbaum, P., et al. (2006). Patterns of participation in recreational and leisure activities among children with complex physical disabilities. Dev Med Child Neuro, 48(05), 337-342. doi: 10.1017/S00121622 06000740
30. Majnemer, A., Shevell, M., Law, M., Birnbaum, R., Chilingaryan, G., Rosenbaum, P., et al. (2008). Participation and enjoyment of leisure activities in school‐aged children with cerebral palsy. Dev Med Child Neurol, 50(10), 751-758. doi:10.1111/j.1469-8749.2008.03068.x
31. Nesbitt, K. T, Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Child Res Q, 28(4), 774-783. doi.org/10.1016/j.ecresq.2013.07.005
32. Özen, A. (2014). Özel gereksinimli çocuklar ve oyun. İ. H. Diken (Ed.), Erken Çocukluk Eğitimi, (ss.426-449). Ankara: Pegem Akademi.
33. Preskitt, J. K., Goldfarb, S. S., Mulvihill, B. A., Colburn, S., & Davis, M. M. (2013). Future plans and social/recreational activities of youth with special health care needs: the implications of parental help in completing surveys. Disabil Health J, 6(4), 343-351. doi: 10.1016/j.dhjo.2013.04.010
34. Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. V., & Wang, C. Y. (2020). COVID‐19–related school closings and risk of weight gain among children. Obes, 28(6), 1008-1009. doi: 10.1002/oby.22813
35. Shikako-Thomas, K., Majnemer, A., Law, M., & Lach, L. (2008). Determinants of participation in leisure activities in children and youth with cerebral palsy: systematic review. Phys Occup Ther Pediatr, 28(2), 155-169. doi: 10.1080/01942630802031834
36. Shikako-Thomas, K., Dahan-Oliel, N., Shevell, M., Law, M., Birnbaum, R., Rosenbaum, P., et al. (2012). Play and be happy? Leisure participation and quality of life in school-aged children with cerebral palsy. Int J of Pediatr, 1-7. doi: 10.1155/2012/3872
37. Serpell, Z. N., & Esposito, A. G. (2016). Development of executive functions: implications for educational policy and practice. Policy Insights Behav Brain Sci, 3(2), 203-210. doi: 10.1177/2372732216654718
38. Thorell, Lisa B. & Nyberg, Lilianne. (2008). The Childhood Executive Functioning Inventory (CHEXI): a new rating instrument for parents and teachers. Dev Neuropsychol, 33(4),536 -552. doi: 10.1080/87565640802101516
39. Torpil, B. (2017). Multipl Skleroz’lu Bireylerde Kanada Aktivite Performans Ölçümü’nün Türkçe Kültürel Adaptasyonu, Geçerlilik ve Güvenilirliği (Yüksek lisans tezi). Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
40. Van der Niet, A. G., Smith, J., Oosterlaan, J., Scherder, E. J. A., Hartman, E., & Visscher, C. (2016). Effects of a cognitively demanding aerobic intervention during recess on children’s physical fitness and executive functioning. Pediatr Exerc Sci, 28(1), 64–70. http://doi.org.10.1123/pes.2015-0084
41. Yersel, B. Ö., Akbaş, A., & Durualp, E. (2020). Pandemi sürecinde özel gereksinimli çocukların günlük yaşam aktiviteleri. ASEAD, 8(1), 126-145.
42. Yıldız, A., & Akar-Vural, R. (2020). Covid-19 pandemisi ve derinleşen eğitim eşitsizlikleri. Türk Tabipler Birliği Covid-19 Pandemisi Altıncı Ay Değerlendirme Raporu, Retrieved from the Web January 10, 2019. https://www.ttb.org.tr/kutuphane/covid19-rapor
43. Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., et al. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general popopulation in China. Int J Environ Res and Pub Health, 17(5), 1729. doi: 10.3390/ijerph17051729