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Öğe THE ANALYSIS OF THE EFFECTS OF GAME AND MOVEMENT EDUCATION ACTIVITIES ON MOTOR SKILLS OF MENTALLY RETARDED INDIVIDUALS(Natl Izdatelstvo Az Buki, 2014) Fazlioglu, Yesim; Kurt, OzgurThis study aims to analyse the effect of game and movement educations on motor skills of mentally retarded individuals. The sample of the study is composed by 32 students of Faika Erkut Special Education Primary School, Faika Erkut Special Education Elementary School and Faika Erkurt Special Education Vocational Education Center. (n(experimentgroup) = 16, n(controlgroup) = 16). The IQ level of the sample group ranges between 45 - 75 and their ages range between 17 and 18. In the research, Illionis agility test, stork balance test (eyes open) and sit-access flexibility test are used as assessment instruments. The students' flexibility, balancing and agility features are assessed twice with Illionis agility test, stork balance test (eyes open) and sit-access flexibility test; one is at the beginning of the study and one after 8-week game and movement education program. The findings of the research have been analysed using Wilcoxon test or Mann Whitney U test. At the end of the research, when pre-test and post-test averages of mentally retarded individuals in experiment and control groups were compared, it was found out that although experimental group showed a statistically significant development (p<0.05) in flexibility, balance and agility features, the individuals who did not take part in game and movement education program showed a statistically significant difference in agility feature (p<0.05).Öğe THE COMPARISON OF PLAY SKILLS AND SOCIAL SKILLS CHARACTERISTICS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS(Natl Izdatelstvo Az Buki, 2013) Fazlioglu, Yesim; Papatga, ErdalThis study has been conducted with the aim of comparison of play skills and social skills characteristics of children with autism spectrum disorders. This study has been carried out on 6-year-old autistic, mentally retarded and normally developed 150 children studying at special education institution and kindergartens in Edirne, Kirklareli, Tekirdag city centers and their towns with the participation of mothers of the children. In the study, as data collection instruments, General Information Form,, Preschool and Kindergarten Behavior Scale-2 (PKBS-2) and, Play Skills Assessment Scale (PSAS) are used. The study results show that according to the results of Play Skills Assessment Scale, the score means of normally developed children are higher than the score means of autistic and mentally retarded children and the score difference is found statistically signifi cant [F(2-147)=70,44, p<0.05]. However, mentally retarded ones' score means are revealed to be higher than the score means of autistic children but the score difference is not found statistically signifi cant [F(2-147)=70,44, p>0.05]. According to the Results of Social Skills Scale, the score means of normally developed children are higher than the score means of autistic and mentally retarded children and the score difference is statistically signifi cant [F(2-147)=50,57, p<0.05]. The score means of mentally retarded children are higher than autistic ones but the difference is not statistically signifi cant [F(2-147)=50,57, p>0.05].Öğe The Effects of Constructivist Approach Based Science Teaching on Scientific Process Skills of 5 Years Old Children(Hacettepe Univ, 2018) Gunsen, Gulsah; Fazlioglu, Yesim; Bayir, EylemThe goal of this study was to discover the effects of Constructivist Approach Science Teaching Program on development of scientific process skills of 5-year-old children. The sample of the study consisted of 40 children (20 experiments, 20 controls) aged 5 in 2 independent kindergartens in Edirne province. Quantitative research method was used in the research and the pre-test and post-test with control group were used in the research. The Scientific Process Assessment Tool was used by Turan (2012) for 5-year-old children as a data collection tool in the research. After collecting the data, the measurement tool was applied as a pre-test for both groups, then the Scientific Approach Based Science Curriculum (YYD-BOP) developed by the researchers was applied to the experimental group and the same test was repeated as the last test in both groups. The SPSS 19 program was used for the quantitative analysis of data obtained from the study. According to the findings of the research, it was determined that the applied program was effective in improving scientific process skills of the children aged 5 years.Öğe Evaluation of Psychosocial Characteristics of Typically Developing Siblings of Children with Autism Spectrum Disorders Through Projective Tests(Ankara Univ, Fac Educational Sciences, 2020) Sengul-Erdem, Hatice; Fazlioglu, YesimThe study aimed to compare the psychosocial characterictics of typically developing siblings of children with ASD with children who do not have any siblings with special needs. This qualitative research study utilized phenomenology approach. The study included 180 children, half of them had a sibling with ASD and the remaining half had typically-developing siblings. Children's Apperception Test (CAT) and Thematic Apperception Test (TAT) were administered individually to all the participants. The data were obtained by recording the responses of the participants to the projective test cards. The content analysis of the data revealed the themes including depression, anxiety-persistent anxiety-castration, somatization, impulsivity, aggression, attention problems, language impairment, and sibling jealousy. The frequency of the answers of both groups related to themes was also compared. The results showed that the siblings of children with ASD were under psychosocial developmental risk, and tended to show more internalizing and externalizing problems. The findings were discussed with those of previous studies.Öğe A sensory integration therapy program on sensory problems for children with autism(Sage Publications Inc, 2008) Fazlioglu, Yesim; Baran, GulenThe study was planned to investigate the effect of a sensory integration therapy program on sensory problems of children with autism. This study was conducted at the Trakya University Training and Research Center for Mentally and Physically Handicapped Children in Turkey. The children were separated into two groups, each comprising 15 children between 7 and 11 years of age with autism, according to DSM-IV criteria. The children in each group were assessed initially on a checklist, Sensory Evaluation Form for Children with Autism, developed to evaluate sensory characteristics of children with autism, and at the end of the study, participants were assessed again on the checklist. Statistically significant differences between groups indicated that the sensory integration therapy program positively affected treated children.Öğe Sensory Motor Development in Autism(Intech Europe, 2011) Fazlioglu, Yesim; Gunsen, M. Oguz[Abstract Not Available]
