OTİZM SPEKTRUM BOZUKLUĞUNDA FİZİKSEL AKTİVİTE MÜDAHALESİNİN BİLİŞSEL GELİŞİM ÜZERİNDEKİ ETKİSİ

Öz

Elektroensefalografi (EEG) sinyalleri, zihinsel iş yükü değerlendirmelerinde sıklıkla kullanılmaktadır. Bu nedenle, Otizm Spektrum Bozukluğu (OSB) üzerinde yapılan spektral analizler, etiyolojiye ışık tutmak, semptomları azaltmak amacıyla müdahale programları geliştirmek, bu yöntemlerin etkilerini belirlemek ve nöral aktivitenin gelişimini anlamak için önemlidir. Bu çalışmanın amacı, fiziksel aktivite müdahalesinin otizm tanısı almış çocuklarda beyin aktivasyonu, otizm semptomları ve tekrarlayan davranışlardaki değişiklikler üzerindeki etkisini incelemektir. Çalışma, nicel ve deneysel araştırma tasarımlarından bir kontrol grubu ile ön ve son test tasarımı kullanılarak yapılmıştır. Otizm tanısı almış yirmi bir çocuk, ölçüt örnekleme yöntemiyle çalışmaya dahil edilmiştir. Beyinde yaratılan ani dalgalanmalarla öğrenme sürecinin daha etkili olacağı ilkesine dayanan, farklara dayalı öğrenme yaklaşımına dayalı bir fiziksel aktivite programı uygulanmıştır. Müdahale programının etkileri, tekrarlayan davranışsal ve sinirsel ölçümlerden elde edilen verilerle belirlenmiştir. Bulgular, müdahale programına katıldıktan sonra ASD'li çocuklarda görülen tekrarlayan davranışlardaki azalmayı açıklayabilecek karmaşık beyin süreçlerinin daha kapsamlı bir şekilde incelenmesine olanak sağlamaktadır.

Anahtar Kelimeler

• Fiziksel aktivite
• otizm spektrum bozukluğu
• farklılıkla öğrenme yaklaşımı
• EEG
• bilişsel gelişim

EFFECT OF PHYSICAL ACTIVITY INTERVENTION ON COGNITIVE DEVELOPMENT IN AUTISM SPECTRUM DISORDER

Abstract

Electroencephalography (EEG) signals are frequently used in mental workload assessments. Therefore, spectral analysis in Autism Spectrum Disorder (ASD) is considered necessary to shed light on the aetiology, to develop intervention programs to reduce symptoms, to determine the effects of these methods, and to understand the development of neuronal activity. This study aims to examine the effects of physical activity on brain activation, autism symptoms, and repetitive behavioral changes in children with ASD. The model of this study is a pre and post-test design with a control group from quantitative and experimental research designs. 21 children with ASD were included in the study using the criterion sampling method. A physical activity program based on the learning by difference approach was implemented, based on the principle that the learning process would be more effective with sudden fluctuations created in the brain. The effects of the program were determined using data obtained from repeated behavioral and neural measurements. The findings pave the way for a more comprehensive examination of the complex brain processes that may be responsible for the reduction in repetitive behaviors exhibited by children with ASD.

Keywords

• Physical activity
• autism spectrum disorder
• differential learning approach
• EEG
• cognitive development

Kaynakça

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