Turkiye Klinikleri Journal of Health Sciences

.: ORIGINAL RESEARCH
Özel Gereksinimli Olan ve Olmayan Çocuklarda Yürütücü İşlevleri, Sosyal Becerileri ve Ebeveyn Davranışlarının Karşılaştırılması: Kesitsel Bir Çalışma
Comparison of Executive Functions, Social Skills and Parental Behaviors in Children with and Without Special Needs: Cross-Sectional Study
Gökçen AKYÜREKa, Büşra SİPAHİa
aHacettepe Üniversitesi Sağlık Bilimleri Fakültesi, Ergoterapi Bölümü, Ankara, Türkiye
Turkiye Klinikleri J Health Sci. 2022;7(3):786-95
doi: 10.5336/healthsci.2021-86540
Article Language: TR
Full Text
ÖZET
 Amaç: Yürütücü işlevler ve sosyal beceriler, hem özel gereksinimli hem de tipik gelişim gösteren çocuklar için gelişimin oldukça önemli parçalarıdır. Ebeveyn davranışları, bir çocuğun gelişiminde büyük bir rol oynar. Bu araştırmanın amacı, özel gereksinimli olan ve olmayan çocukların yürütücü işlevleri, sosyal becerileri ve ebeveyn davranışlarını karşılaştırmak ve bu beceriler ile davranışların ilişkilerini incelemektir. Gereç ve Yöntemler: Araştırmanın evrenini, 7-12 yaş arası özel gereksinimli ve tipik gelişim gösteren çocuğa sahip ebeveynler oluşturdu. Kartopu örnekleme yöntemi ile seçilen 159 ebeveyn araştırmanın örneklemini oluşturdu. Veri toplama aracı olarak; sosyodemografik bilgi formu, Sosyal Becerileri Değerlendirme Ölçeği, Çocukluk Dönemi Yönetici İşlev Envanteri ve Alabama Ebeveyn Davranışları Ölçeği kullanıldı. Bulgular: Özel gereksinimli çocukların yaş ortalaması 8,89±1,50 yıl olup, %26,8'i kız çocuğuydu. Tipik gelişen çocukların yaş ortalaması 8,27±1,35 yıl olup, %51,5'i kız çocuğuydu. Yürütücü işlevler, sosyal beceriler ve ebeveyn davranışları açısından gruplar arasında tipik gelişim gösteren çocuklar lehine anlamlı fark bulundu (sırasıyla z=-7,354, p0,05). Sonuç: Yürütücü işlevler, sosyal beceriler ve ebeveyn davranışları açısından, özel gereksinimli çocuklar tipik gelişim gösteren akranlarına nazaran dezavantajlıdır. Ayrıca ebeveyn ilgisi özel gereksinimli çocuklar için konuşma becerileri açısından, tipik gelişim gösteren çocuklar için ise sosyal beceriler açısından önemlidir. Buna göre alanda çalışan terapistlerin, terapi programlarına bütüncül bir bakış açısı ile ebeveynlerin davranışlarını gözlemleyerek, terapilere buna yönelik müdahaleleri de eklemesi önerilmektedir.

Anahtar Kelimeler: Yürütücü işlevler; sosyal beceriler; ebeveyn davranışı; özel gereksinimli
ABSTRACT
 Objective: Executive functions and social skills are very important parts of development for children with both special needs and typical development. Parental behavior plays a huge role in a child's development. The aim of this study was to compare the executive functions, social skills and parental behaviors of children with and without special needs and to examine the relationships between these skills and behaviors. Material and Methods: The population of the study consisted of parents with children with special needs and typical development between the ages of 7-12. 159 parents selected by snowball sampling method formed the sample of the study. Sociodemographic information form, Social Skills Assessment Scale, Childhood Executive Function Inventory, and Alabama Parental Behaviors Scale were used as data collection tools. Results: The mean age of the children with special needs was 8.89±1.50 years and 26.8% were girls. The mean age of the typically developing children was 8.27±1.35 years and 51.5% were girls. A significant difference was found between the groups in terms of executive functions, social skills and parental behaviors in favor of children with typical development (respectively, z=-7.354, p0.05). Conclusion: In terms of executive functions, social skills and parental behaviors, children with special needs are at a disadvantage compared to their typically developing peers. In addition, parental attention is important in terms of speaking skills for children with special needs and social skills for children with typical development. Accordingly, it is recommended that therapists working in the field should observe the behaviors of parents with a holistic perspective and add interventions for this to the therapy programs.

Keywords: Executive functions; social skills; parental behavior; special needs
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