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

Yıl 2024, Cilt: 24 Sayı: 65, 713 - 735, 27.12.2024

Elife Barmak , Halil Tayyip Uysal , Neriman Aral , Fatih Aydoğdu , Semiha Bengisu Yılmaz , Burçin Aysu

https://doi.org/10.21560/spcd.vi.1520765

Öz

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.

Anahtar Kelimeler

Child, language, speech, disorder, play skills

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

Öz

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.

Anahtar Kelimeler

Çocuk, dil, konuşma, bozukluk, oyun becerileri

Etik Beyan

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.

Destekleyen Kurum

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

Kaynakça

• ASHA. (1993). Definitions of communication disorders and variations. American Speech-Language-Hearing Association. https://www.asha.org/policy/rp1993-00208/#:~:text=A%20communication%20disorder%20is%20an,severity%20from%20mild%20to%20profound adresinden erişildi.
• Aksoy, A. B. ve Dere Çiftçi, H. (2022). Erken çocukluk döneminde oyun (7. Bs.). Ankara: Pegem Akademi Yayıncılık.
• Angst, M.O.V., Liberalesso, K.P., Wiethan, F.M., and Mota, H.B. (2015). Prevalence of speech-language disorders in kindergartens children of public schools and the social indicators. Revista CEFAC, 17(3),727-732.
• Aslan, Ö. M. (2017). 36-71 aylık çocuklar için oyun davranış ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. Kastamonu Eğitim Dergisi, 25(3),897-910.
• Aykara, A. (2017). Çocuk merkezli oyun terapisinin engelli çocuklara yönelik sosyal hizmet uygulamaları açısından önemi. Toplum ve Sosyal Hizmet, 28 (1), 169-186.
• Beitchman, J. H., Nair, R., Clegg, M., And Patel, P. G. (1986). Prevalence of speech and language disorders in 5-year-old kindergarten children in the Ottawa-Carleton region. J Speech Hear Disord, 51(2), 98-110. https://doi.org/10.1044/jshd.5102.98
• Blood, G. W., and Blood, I. M. (2016). Long-term consequences of childhood bullying in adults who stutter: Social anxiety, fear of negative evaluation, self-esteem, and satisfaction with life. J Fluency Disord, 50:72-84. https://doi.org/10.1016/j.jfludis.2016.10.002
• Brekke Stangeland, E. (2017). The impact of language skills and social competence on play behaviour in toddlers. European Early Childhood Education Research Journal, 25:1, 106-121. https://doi.org/10.1080/1350293X.2016.1266224
• Conner, J., Kelly-Vance, L., Ryalls, B., and Friehe, M. (2014). A play and language intervention for two-year-old children: Implications for improving play skills and language. Journal of Research in Childhood Education, 28(2), 221-237. https://doi.org/10.1080/02568543.2014.883452
• Coplan, R.J., and Arbeau, K. (2009). Peer interactions and play in early childhood. K.H. Rubin,W. Bukowski, ve B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups içinde (pp. 143-161). New York: Guilford.
• Coplan, R. J., Ooi, L. L., Rose‐Krasnor, L., and Nocita, G. (2014). ‘I want to play alone’: Assessment and correlates of self-reported preference for solitary play in young children. Infant and Child Development, 23(3), 229-238. https://doi.org/10.1002/icd.1854
• Duru, H. , Akgün, E. G. ve Maviş, İ. (2018). Dil ve Konuşma Terapisi Mesleğine Yönelik Farkındalığın Belirlenmesi. Dil Konuşma ve Yutma Araştırmaları Dergisi, 1(3),257-280.
• Eadie, P., Conway, L., Hallenstein, B., Mensah, F., McKean, C., and Reilly, S. (2018). Quality of life in children with developmental language disorder. Int J Lang Commun Disord, 53(4), 799-810. https://doi.org/10.1111/1460-6984.12385
• Fazlioglu, Y. (2013). The comparison of play skills of autistic mentally retarded and typically developing children. Educational Research and Reviews, 8(22), 2169-2175.
• Feldman, H.M. (2005). Evaluation and management of language and speech disorders in preschool children. Pediatrics in Review. 26(4):131-42. https://doi.org/10.1542/pir.26-4-131
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R.E., and Tatham, R. L. (2013). Multivariate Data Analysis: (8th ed.). Edinburgh Gate, Harlow: Pearson Education Limited.
• Hall, S., Rumney, L., Holler, J., and Kidd, E. (2013). Associations among play,gesture and early spoken language acquisition. First Language, 33(3), 294-312. https://doi.org/10.1177/0142723713487618
• Hendrickson, B., DeVeney, S. L., and Kelly-Vance, L. (2019). Play Behaviors of Young Children with and without Expressive Language Delay: An Exploratory Study. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(1), 11-27.
• Holmes, R.M., Romeo, L., Ciraola, S., and Grushko, M. (2015). The relationship between creativity, social play,and children's language abilities. Early Children Development and Care, 185(7),1180-1197. https://doi.org/10.1080/03004430.2014.983916
• Howes, C. (2011). Social play of children with adults and peers. In A. D. Pellegrini (Ed.), The Oxford handbook of the development of play içinde (pp. 231–244). Oxford University Press.
• Hughes, S. (2014). Bullying: What speech-language pathologists should know. Lang Speech Hear Serv Sch, 45(1),3-13. https://doi.org/10.1044/2013_LSHSS-13-0013
• Jungi, S., and Sainato, D.M. (2013). Teaching play skills to young children with autism. J Intellect Dev Disabil, 38(1), 74-90. https://doi.org/ 10.3109/13668250.2012.732220
• Karasar, N. (2012). Bilimsel araştırma yöntemi. Ankara: Nobel Publishing.
• Langevin, M., Packman, A. ve Onslow, M. (2009). Peer responses to stuttering in the preschool setting. Am J Speech Lang Pathol, 18(3), 264-76. https://doi.org/10.1044/1058-0360(2009/07-0087
• O’Connor, C., and Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32(3), 1205-1211. https://doi.org/10.1016/j.ridd.2010.12.037
• Owens, R.E. (2016). Language Development: An Introduction 9e. London: Pearson Education Limited.
• Owens, R.E, Farinella, K.A., and Metz, D.E. (2018). Introduction to communication disorders: a lifespan evidence-based perspective, Global Edition. Pearson Education Limited, England.
• Özer, A., Gürkan, A. C. ve Ramazanoğlu, O. (2006). Oyunun çocuk gelişimi üzerine etkileri. Fırat Üniversitesi Doğu Araştırmaları Dergisi, 4(3), 54-57.
• Parten, M. B. (1932). Social participation among pre-school children. The Journal of Abnormal and Social Psychology, 27(3), 243-269. https://doi.org/10.1037/h0074524
• Pehlivan, H. (2016). Oyunun gelişim ve öğrenmedeki rolü. Journal of Human Sciences, 13(2), 3280-3292.
• Peterson, R., Pennington, B., Shriberg, L., and Boada, R. (2009). What influences literacy outcome in children with speech sound disorder. J Speech Lang Hear Res, 52(5),1175-88. https://doi.org/10.1044/1092-4388(2009/08-0024)
• Reed, V.A. (2018). An introduction to children with language disorders, 5th edition, Pearson.
• Rescorla, L., and Ratner, N. B. (1996). Phonetic profiles of toddlers with specific expressive language impairment (SLI-E). J Speech Hear Res, 39(1), 153-65. https://doi.org/10.1044/jshr.3901.153
• Rubin, K. H., Bukowski, W. M., and Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg, W. Damon, and R. M. Lerner (Ed.), Handbook of child psychology: Social, emotional, and personality development (p. 571-645), John Wiley and Sons, Us.
• Shepherd, J., Brollier, C. B., and Dandrow, R. L. (1994). Play skills of preschool children with speech and language delays. Physical and Occupational Therapy in Pediatrics, 14(2), 1-20. https://doi.org/ https://doi.org/10.1300/J006v14n02_01
• Short, E. J., Schindler, R. C., Obeid, R., Noeder, M. M., Hlavaty, L. E., Gross, S. I., ...and Manos, M. M. (2020). Examining the role of language in play among children with and without developmental disabilities. Language, Speech, and Hearing Services in Schools, 51(3), 795-806. https://doi.org/10.1044/2020_LSHSS-19-00084
• Stanton-Chapman, T.L., and Schmidt, E. (2021). How do the children play? The influence of playground type on children’s play styles. Frontiers in Psychology, 12, 703940. https://doi.org/10.3389/fpsyg.2021.703940
• Sualy, A., Yount, S., Kelly-Vance, L., and Ryalls, B. (2011). Using a play intervention to improve the play skills of children with a language delay. International Journal of Psychology: A Biopsychosocial Approach/Tarptautinis Psichologijos Zurnalas: Biopsichosocialinis Poziuris, (9).105-122.
• Sunderajan, T., and Kanhere, S. V. (2019). Speech and language delay in children: Prevalence and risk factors. J Family Med Prim Care, 8(5), 1642-1646. https://doi.org/10.4103/jfmpc.jfmpc_162_19
• Tetnowski, J.A., Scott K.S., Rutland, B.F., and Rutland, B. F. (2021). Fluency and fluency disorders. In: Damico, J.S., Muller, N., and Ball, M.J. eds. The Handbook of Speech-Language Pathology. 2nd ed. Oxford: Wiley-Blackwell;
• Tercan, H. ve Bayhan, P. (2020). Erken Müdahale Kapsamında Taranan 0-72 Aylık Çocuklarda Gelişimsel Gecikmelerin Dağılımı. Karadeniz Sosyal Bilimler Dergisi, 12 (22), 25-37.
• Toseeb, U., Gibson, J.L., Newbury, D.F., Orlik, W., Durkin, K., Pickles, A., and Conti-Ramsden G. (2020). Play and prosociality are associated with fewer externalizing problems inchildren with developmental language disorder: The role of early languageand communication environment. Int J Lang Commun Disords, 55(4), 583–602. https://doi.org/10.1111/1460-6984.12541
• Uygun, N. ve İ. Kozikoğlu. (2019). Okul Öncesi Eğitim Kurumlarına Devam Eden Çocukların Oyun Davranışlarının İncelenmesi. Anadolu Journal of Educational Sciences International, 9(2), 787-817. https://doi.org/10.18039/ajesi.582075
• Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., and Golinkoff, R. M. (2013). Talking it up: Play, language development, and the role of adult support. American Journal of Play, 6(1), 39–54.
• Williams , E ., Reddy, V., and Costall , A. (2001). Taking a Closer Look at Functional Play in Children with Autism. Journal of Autism and Developmental Disorders, 31(1): 67–77. https://doi.org/ 10.1023/a:1005665714197