Turkiye Klinikleri Journal of Health Sciences

.: ORIGINAL RESEARCH
Dil ve Konuşma Gecikmesi Olan Çocuklarda Yalçınkaya Yöntemi ile Gelişimsel Dil Modülünün Karşılaştırılması Comparison of Yalçınkaya
Method and Developmental Language Module in Children with Language and Speech Delay
Fulya YALÇINKAYAa, Işık Sibel KÜÇÜKÜNALb
aBiruni Üniversitesi Sağlık Bilimleri Fakültesi, Odyoloji Bölümü, İstanbul, TÜRKİYE
bGazi Üniversitesi Sağlık Bilimleri Fakültesi, Odyoloji Bölümü, Ankara, TÜRKİYE
Turkiye Klinikleri J Health Sci. 2021;6(3):549-64
doi: 10.5336/healthsci.2020-76646
Article Language: TR
Full Text
ÖZET
 Amaç: Bu çalışmanın amacı, dil ve konuşma gecikmesi olan çocuklarda işitsel işlemleme temelli Yalçınkaya Yönteminin gelişimsel dil modülü ile karşılaştırılarak dil gelişimi eğitiminde etkili olup olamayacağının araştırılmasıdır. Gelişimsel dil modülü, özel eğitim ve rehabilitasyon merkezlerinde dil ve konuşma güçlüğüne sahip bireylere verilen eğitim hizmetidir. Gereç ve Yöntemler: Çalışmaya, Denver II Gelişimsel Tarama Testi dil alanı dışında gelişimi normal, yaş ortalaması 48 ay olan 28 çocuk; kronolojik yaşları, alıcı ve ifade edici dil yaşları ve cinsiyet eşleştirmeleri yapılarak 2 gruba ayrılmıştır. Çalışma grubu Yalçınkaya Yöntemi uygulanan 4 kız, 10 erkek, 14 çocuk; kontrol grubu özel eğitim ve rehabilitasyon merkezlerinde gelişimsel dil modülü uygulanan 4 kız, 10 erkek, 14 çocuktur. Gruplar 12 ay süre ile takip edilmiş olup; dil yaşı ve kronolojik yaş karşılaştırması için Okul Öncesi Dil Ölçeği-4 [Preschool Language Scale (PLS- 4)] ve Türkçe İfade Edici ve Alıcı Dil (TİFALDİ) Testi, Konuşma Sesleri Gelişim Testi ve toplam kelime sayıları karşılaştırılmıştır. Bulgular: Çalışma ve kontrol gruplarının 4, 8 ve 12. aylardaki kronolojik yaş ile dil yaşları Friedman testi ile karşılaştırılmış, 12. ayın sonunda çalışma grubunun PLS-4 alıcı dil yaşı ile kronolojik yaşının eşitlendiği, kontrol grubunda gecikmenin devam ettiği, TİFALDİ alıcı ve ifade edici dil kelime alt testi standart puanlarında her 2 grupta anlamlı düzeyde artış olduğu bulunmuştur. Konuşma sesleri gelişiminde 4 ve 8. aylarda gruplar arası fark bulunurken 12. ayda gruplar arası anlamlı fark bulunamamıştır. Mann-Whitney U testinde 8 ve 12. aylarda öğrendikleri toplam kelime sayılarında gruplar arası anlamlı fark bulunmuştur (p<0,01). Sonuç: İşitme gerçekleştikten sonra işitsel girdi yani işitilen konuşma içindeki tüm sesler, kelimeleri oluşturan sesler, bu seslerin işitilme sıraları, süreleri ve kelime ile seslerin eşleşmesi gerçekleşir, daha sonra anlam eklenmek üzere dil işlemleme başlamaktadır. Mevcut bulgular, işitsel işlemleme ve dil işlemleme fizyolojisi ile uyumlu görülmektedir. Bu sonuca göre Yalçınkaya yönteminin dil gelişimi eğitiminde etkili olduğu bulunmuştur. Bu nedenle gelişimsel dil modülü eğitimine Yalçınkaya yöntemi eklenebilir. Ayrıca yöntem sekonder olarak dil ve konuşma gecikmesi bulunan otistik, işitme kayıplı veya bilişsel gecikmesi olan çocuklar içinde kullanılabilir.

Anahtar Kelimeler: Pare; işitsel işlemleme; dil işlemleme; dil ve konuşma gecikmesi; gelişimsel dil modülü; Okul Öncesi Dil Ölçeği-4; Tifaldi; terapi
ABSTRACT
 Objective: The aim of this study is to investigate whether the Yalçınkaya method based on auditory processing can be effective in language development education by comparing it with the developmental language module in children with language and speech delay. Developmental language module is an educational service provided to individuals with language and speech difficulties in special education and rehabilitation centers. Material and Methods: The average age of 48 months, 28 children with normal development except for the language section of the Denver II Developmental Screening Test: age, gender, recipient and expressive language age were divided into two groups. Both groups have 4 girls and 10 boys, at the total 14 children. The first group was educated with Yalçınyaka method and the second group educated with developmental language module method at special education centre. Language age and chronological age, language acquisition age, total word counts and the effect of the methods were compared at the end of 4, 8 and 12 months of education by using Preschool Language Scale-4 (PLS- 4), Turkish expressive and receptive language test (TIFALDI) and Speech Sounds Development Test. Results: The chronological age and language ages of the study and control groups at the 4th, 8th and 12th months were compared with the Friedman Test. At the end of the 12th month, the PLS-4 recipient language age and the chronological age were equal for study group, and the delay in the control group continued. TIFALDI recipient and expression language standard scores were found to be significantly increased in both groups. While there was a difference between the groups in the development of speech sounds in the 4th and 8th months, but there was no significant difference between the groups in the 12th month. In the Mann-Whitney U test, a significant difference was found between the groups in the total word counts they learned in the 8th and 12th months (p<0.01). Conclusion: The Yalçınkaya method was found to be effective in language development education. These findings are consistent with auditory processing and language processing physiology. Because after hearing occurs, auditory (all the sounds in the spoken speech, the sounds that make up the words in the sentences, the order and duration of the hearing, and the words and sounds match), then language processing begins to add meaning. Therefore, the Yalçınkaya method based on auditory processing can be added to the developmental language module training, and it can be used in the language development training of other children (developmental language delay, autistic, hearing aid, cochlear implant, ...).

Keywords: Pare; auditory processing; language processing; speech and language delay; developmental language module; Preschool Language Scale-4; Tifaldi; therapy
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