Otizm spektrum bozukluğu tanısı olan çocuklarda etkinlik çizelgesi ile oyun öğretiminin incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, 60 - 72 aylık Otizm Spektrum Bozukluğu (OSB) çocukların etkinlik çizelgesi ile oyun düzeylerini belirlemek ve çocukların davranışlarını etkileyen etmenler hakkında annelerin görüşlerini tespit etmektir. Araştırmada seçkisiz atama yapılmadığından yarı deneysel bir çalışma yapılmış nicel ve nitel yöntemlerin bir arada kullanıldığı karma yöntemlerden açıklayıcı desen kullanılmıştır. Çalışmaya 2 kız 4 erkek öğrenci katılmıştır. İstanbul ilinde Özel eğitim ve rehabilitasyon merkezinde eğitimine devam eden 6 çocuğun anneleriyle de görüşme yapılmış, oyun davranışları açıklanmaya çalışılmıştır. Annelere göre çocukların oyun davranışları ile test sonuçları karşılaştırılmıştır. Öğrencilerde tek başına işlevsel oyun oynayamama ön koşulu aranmıştır. Bütün çocuklara uygulamanın başında seviyelerini belirlemek için Gilliam Otistik Bozukluk Derecelendirme Ölçeği 2 Türkçe Versiyonu (GOBDÖ-2-TV) testi uygulanmış ardından oyun becerilerini ölçmek için Oyun Davranış Ölçeği uygulanarak ön testleri alınmıştır. 3 deney 3 kontrol grubu olarak öğrenciler ayrılmış ve deneysel çalışma yürütülmeye başlanmıştır. Oyun davranışlarında istatiksel olarak anlamlı farklılık göstermiştir. Ayrıca çocukların etkinlik çizelgeleriyle oyun öğretiminden sonra yapılan öğretim farklı ortam ve farklı araç-gereçlerle genellemesine ve oyun öğrenimin alt basamakları olan sosyal katılım, işlevsel oyun, işbirlikçilik, liderlikleri son testlerde ölçülmüş amaçların alt başlıklarına cevap aranmıştır. Sonuç olarak etkinlik çizelgesiyle yapılan öğretimin çocukların oyun davranışlarında anlamlı farklılıklara sebep olduğu görülmüştür. Uygulama sonrası oyun başlatabildikleri, sürdürebildikleri ve iş birliği içinde oyuna devam ettikleri görülmüştür. Etkinlik çizelgesi kullanılarak oyun oynama becerisi tüm öğrencilere 25 oturumda öğretilmiştir. Çocukların oyun türlerinde (fiziksel oyun, blok oyun, manipülatif oyun ve dramatik oyun) anlamlı fark olmadığı fakat oyunları evde de oynadıkları araştırma sonucunda belirtilmiştir.
The purpose of this work is to determine the activity schedule and game levels of children suffering from Autism Spectrum Disorder (ASD) and the opinions of the mothers regarding the factors affecting the behavior of the children. This research is a semi-experimental work. 2 female and 4 male students took part in this work. The precondition of being unable to play functional games was sought in the students. To determine their levels, the Gilliam Autism Rating Scale – 2 (GARS-2) test was applied to all children at the start of the application. Following this, the preliminary tests were obtained by applying Game Behavior Scale and the students were separated as 3 experiment groups and 3 control groups and the experimental work was commenced. Explanatory pattern method - which is among the mixed methods where quantitative and qualitative methods are used together – was utilized in our work. The mothers of 6 children who continue their education in Special Education and Rehabilitation Center in Istanbul were interviewed and the game behaviors were tried to be explained. The game behaviors of the children according to the mothers and test results were compared. A significant statistical difference showed up in game behavior. Furthermore, the activity schedules of the children, the education conducted after the game education, the generalization with different media and instruments and social participation, functional game, cooperation and leadership which are the lower steps of game education were measured in the last tests. Answers to the lower steps of the purposes were sought. As a result, it has been seen that the education made with an activity schedule caused significant differences in the game behaviors of the children. Furthermore, it has been observed that they could start and continue games and they cooperated in these games. The skill to play games was taught to the children in 25 sessions using the activity schedule. It has been stated in the conclusion of the research that there is no significant difference between the types of the games (physical games, block games, manipulative games and dramatic games) of the children yet they also play the games at home.
The purpose of this work is to determine the activity schedule and game levels of children suffering from Autism Spectrum Disorder (ASD) and the opinions of the mothers regarding the factors affecting the behavior of the children. This research is a semi-experimental work. 2 female and 4 male students took part in this work. The precondition of being unable to play functional games was sought in the students. To determine their levels, the Gilliam Autism Rating Scale – 2 (GARS-2) test was applied to all children at the start of the application. Following this, the preliminary tests were obtained by applying Game Behavior Scale and the students were separated as 3 experiment groups and 3 control groups and the experimental work was commenced. Explanatory pattern method - which is among the mixed methods where quantitative and qualitative methods are used together – was utilized in our work. The mothers of 6 children who continue their education in Special Education and Rehabilitation Center in Istanbul were interviewed and the game behaviors were tried to be explained. The game behaviors of the children according to the mothers and test results were compared. A significant statistical difference showed up in game behavior. Furthermore, the activity schedules of the children, the education conducted after the game education, the generalization with different media and instruments and social participation, functional game, cooperation and leadership which are the lower steps of game education were measured in the last tests. Answers to the lower steps of the purposes were sought. As a result, it has been seen that the education made with an activity schedule caused significant differences in the game behaviors of the children. Furthermore, it has been observed that they could start and continue games and they cooperated in these games. The skill to play games was taught to the children in 25 sessions using the activity schedule. It has been stated in the conclusion of the research that there is no significant difference between the types of the games (physical games, block games, manipulative games and dramatic games) of the children yet they also play the games at home.
Açıklama
Yüksek Lisans
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
