Otizmli çocuklara egzersiz ve spor eğitimi yaklaşımları

Yıl 2010, , 214 - 230, 01.09.2010

Mehmet Yanardağ İlker Yılmaz And Özgen Aras Özgen Aras

https://doi.org/10.20489/intjecse.107971

Cited By: 1

Öz

Otizm yaşamın ilk 3 yılında gözlenen ve iletişim problemleri, sosyal etkileşim eksiklikleri ve yineleyeci/sınırlı ilgi ve davranışlarla karakterize edilen bir gelişimsel bozukluktur. Motor becerilerdeki yetersizliklerin otizm spekturum bozukluğunun bir tanı kriteri olmamasına rağmen, araştırmalar motor bozuklukların ve gecikmelerin otizmli olan çocuklarda görülme olasılığını ortaya koymuştur. Spor ve egzersizler motor hataları azaltmada ve sosyal bütünleşmeyi sağlamada yararlıdır. Fakat, bu yararlı etkilere rağmen, egzersiz ve spor etkinlikleri otizmli çocuklara yeterince sunulmamakta ve aile, öğretmenler ve diğer uzmanların otizmli çocukların günlük yaşam aktivitelerinde fiziksel aktivite uyarlamada zorluklar yaşadıkları gözlenmektedir. Bu çalışma, belirli yaşlardaki otizmli çocuklara hangi tür spor etkinliklerinin sunulabileceği, uygulanacak stratejiler ve uyarlanmış ölçme yöntemleri üzerine odaklanmaktadır.

Anahtar Kelimeler

Otizm, egzersiz, spor, öğretim yöntemleri.

Approaches to the Teaching Exercise and Sports for the Children with Autism

Öz

Autism is a developmental disorder that appears during the first three years of life and is characterized by communication problems, social interaction deficits and repetitive/ restricted interests and behaviors. Although a diagnosis criterion of autistic spectrum disorders does not involve incapacitating to cover motor skills, studies indicated that motor deficits and delays in children with autism are possible. Sports and exercise are useful in that they decrease these motor failures and provide social integration. However, although these useful effects, exercise and sports activities are not supplied enough for children with autism, and it is observed that family, teachers and other specialists have some difficulties in adapting physical activity in the daily life activities of children with autism. This article focuses on what type sports activities can be introduced to children of certain ages with autism, the strategies followed and the measures adopted.

Anahtar Kelimeler

Autism, exercise, sports, teaching strategies.

Kaynakça

• Akmanoglu-Uludag, N., & Batu, S. (2005). Teaching relative names to children with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40(4), 401-410
• Alberto, P.A. & Troutman, A.C. (2009). Applied behavior analysis for teachers (8th Ed.). (pp. 311-325). Upper Saddle River, New Jersey: Pearson.
• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: Text revision (4th ed.). (pp. 69-70). Washington, DC: American Psychiatric Association.
• Auxter, D., Pyfer, J. & Huettig, C. (2001). Principles and methods of adapted physical education and recreation (9 Ed.). (pp. 480-488). New York: McGraw-Hill.
• Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism Developmental Disorder, 32, 397- 422.
• Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13, 147-164.
• Beckerleg, T. (2009). Fun with Messy Play: Ideas and Activities for Children with Special Needs. (pp. 83-91). London: Jessica Kingsley Publishers.
• Berkeley, S. L., Zittel, L. L., Pitney, L. V. & Nichols, S. E. (2001). Locomotor and object control skills of children diagnosed with autism. Adapted Physical Activity Quarterly, 18, 405-416.
• Block, M. E., Block, V. E. & Halliday, P. (2006). What is autism? Teaching Elementary Physical Education, 17, 7-11.
• Bryson, S. E., Bradley, E. A., Thompson, A. & Wainwright, A. (2008). Prevalence of autism among adolescents with intellectual disabilities. The Canadian Journal of Psychiatry, 53, 449-459.
• Bumin, G., Uyanık, M., Yılmaz, İ., Kayıhan, H. & Topçu, M. (2003). Hydrotherapy for rett syndrome. Journal of Rehabilitation Medicine, 35, 44-45.
• Burns, B. T. & Ault, R. L. (2009). Exercise and autism symptoms: A case study. Psi Chi Journal of Undergraduate Research, 14, 43-51.
• Celiberti, D. A., Bobo, H. E., Kelly, K. S., Harris, S. L. & Handleman, J. S. (1997). The differential and temporal effects of antecedent exercise on the self stimulatory behavior of a child with autism. Research in Developmental Disabilities, 18, 139-150.
• Charlop, M. H. & Trasowech, J. E. (1991). Increasing autistic children’s daily spontaneous speech. Journal of Applied Behavior Analysis, 24, 747-761.
• Cicero, F. R., & Pfadt, A. (2002). Investigation of a reinforcement-based toilet training procedure for children with autism. Reseach in Developmental Disabilities, 23, 319-331.
• Colozzi, G. A., Ward, L. W & Crotty, K. E. (2008). Comparison of simultaneous prompting procedure in 1:1 and small group instruction to teach play skills to preschool students with pervasive developmental disorder and developmental disabilities. Education and Training in Developmental Disabilities, 43, 226-248.
• Cooper, J. O., Heron, T. E. & Heward, W. L. (2007). Applied behavior analysis (2 Ed.). (pp. 401-409). Upper Saddle River: Pearson.
• Cowan, R. J. & Allen, K. D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: a focus on generalized teaching within the school setting. Psychology in the Schools, 44, 7, 701-715.
• Crollick, J. L., Mancil, G. R. & Stopka C. (2006). Physical activity for children with autism spectrum disorder. Teaching Elementary Physical Education, 17, 30-34.
• Dewey, D., Cantell, M. & Crawford, S. G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/ or attention deficit hyperactivity disorder, Journal of the International Neuropsychological Society, United States of America, 13, 246- 256.
• Dogoe, M. & Banda, D. R. (2009). Review of recent research using constant time delay to teach chained tasks to persons with developmental disabilities. Education and Training in Developmental Disabilities, 44, 177-186.
• Doyle, B. T. & Iland, E. D. (2004). Autism spectrum disorders from A to Z. (pp. 35-37). Texas: Future Horizons.
• Fragala-Pinkham, M., Haley, S.M., & O’Neil, M.E. (2008). Group aquatic aerobic exercise for children with disabilities. Developmental Medicine& Child Neurology, 50, 822-827.
• Fittipaldi-Wert, J. & Mowling, C. M. (2009). Using visual supports for students with autism in physical education. Journal of Physical Education, Recreation & Dance, 80, 39-43.
• Grisham-Brown J., Hemmeter, M. L. & Pretti-Frontczak K. (2006). Blended practices for teaching young children in inclusive settings. (2 Ed.). (pp. 231-234). Baltimore: Paul H. Brookes.
• Graziano, A. M. (2002). Developmental disabilities. (pp. 273). Boston: Pearson Education Company.
• Groft-Jones, M. & Block, M. E. (2006). Strategies for teaching children with autism in physical education. Teaching Elementary Physical Education, 17, 25-28.
• Housten-Wilson, C. & Lieberman, L. J. (2003). Strategies for teaching students with autism in physical education. The Journal of Physical Education, Recreation & Dance, 74, 40-44.
• Kurt, O. & Tekin-İftar, E. (2008). A comparison of constant time delay and simultaneous prompting within embedded instruction on teaching leisures skills to children with autism. Topics in Early Childhood Special Education, 28, 53-64.
• Kurtz, L. A. (2008). Understanding Motor Skills in Children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities. London: Jessica Kingsley Publishers.
• Lerner-Baron, S. (2007). Working with school-age children and adolescents. New York: Guildford Publications.
• Levinson, L. J. & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviours of individuals with autism. Adapted Physical Activity Quarterly, 10, 255-268.
• Lochbaum, M. & Crews, D. (2003). Viability of cardiorespiratory and muscular strength programs for the adolescent with autism. Complementary Health Practice Review, 8, 225-233.
• Menear, K. S. & Smith, S. (2008). Physical education for students with autism, Teaching Exceptional Children, 40, 32-37.
• Martinez, C. A. (2006). Adapted aquatics for children with autism. Teaching Elementary Physical Education, 17, 34-36.
• Moor, J. (2008). Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Plat Ideas for Parents and Carers (2th ed.).(pp. 141-180).London: Jessica Kingsley Publishers.
• National Standards Report: (2009). National Autism Center.
• Noonan, M. J. & McCormick, L. (2006). Young children with disabilities in natural environments. (1 Ed). Baltimore: Paul H. Brookes.
• Pan, C.Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with atism spectrum disorders. Autism, 14, 1, 9-28.
• Pan C.Y. & Frey C.G. (2006). Physical activity patterns in youth with autism spectrum disorders. Journal of Autism Developmental Disorder, 36, 597- 606.
• Piek, J. P. & Dyck M. J. (2004). Sensory-motor deficits in children with developmental coordination disorder, attention deficit hyperactivity disorder and autistic disorders. Human Movement Science, 23, 475-488.
• Pitetti, K. H., Rendoff, A. D., Grover, T. & Beets, M. W. (2007). The efficacy of a 9- month treadmill walking program on the exercise capacity and weight reduction for adolescents with severe autism. Journal of Autism Developmental Disorder, 37, 997-1006.
• Prupas, A. & Reid, G. (2001). Effects of exercise frequency on stereotypic behaviors of children with developmental disorders. Education and Training in Mental Retardation and Developmental Disorders, 36, 196-206.
• Reid, G. (2005). Understanding physical activity in youths with autism spectrum disorders. Palaestra, 21, 6-7.
• Reid, G., O’Connor, J. & Lloyd, M. (2003). The Autism spectrum disorders. Palaestra, 19, 2, 20-26.
• Reid, G. & O’Connor, J. (2003). The autism spectrum disorders. Palaestra, 19, 1, 20-26.
• Rosenthal-Malek, A. R. & Mitchell, S. (1997). The effects of exercise on the self stimulatory behaviors and positive responding adolescents with autism. Journal of Autism and Developmental Disorders, 27, 193-202.
• Sandt, D. D. R. & Frey, G. C. (2005). Comparison of physical activity levels between children with and without autistic spectrum disorders. Adapted Physical Activity Qurterly, 22, 146-159.
• Steege, M. V, Mace, F. C., Perry, L. & Longenecker, H. (2007). Applied behavior analysis: beyond discrete trial teaching. Psychology in Schools, 44, 91-99.
• Szapacs, C. (2006). Applied behavior analysis. Teaching Elementary Physical Education, 17, 12-15.
• Tekin-İftar, E. (2008). Parent-delivered community based instruction with simultaneous prompting for teaching community skills to children with developmental disability. Education and Training in Developmental Disabilities, 43, 249-265.
• Todd, T. & Reid G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21, 167-176.
• Winterling, V., Gast, D.L., Wolery, M., & Farmer, J.A. (1992). Teaching safety skills to high school students with moderate disabilities. Journal of Applied Behavior Analysis, 25, 217-227.
• Yanardağ, M., Ergun, N. & Yılmaz, İ. (2009). Effects of adapted exercise education on physical fitness in children with autism. Turkish Journal of Physiotherapy Rehabilitation, 20; 25-31.
• Yılmaz, I., Birkan, B., Konukman, F. & Erkan, M. (2005). Using a constant time delay procedure to teach aquatic play skills to children with autism, Education and Training in Developmental Disabilities, 40, 171-182.
• Yılmaz, İ., Konukman, F., Birkan, B., Özen, A., Yanardağ, M. & Çamursoy, İ. (2010). Effects of constant time delay procedure on the halliwick’s method of swimming rotation skills for children with autism. Education and Training in Developmental Disabilities, 45, 124-135.
• Yılmaz, İ., Yanardağ, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism, Pediatrics International 46, 624-626.