Otizm Spektrum Bozukluğu Olan Çocuklarda Taklit Türlerinin Oyun Karmaşıklığı ve Sözcük Dağarcığı İle İlişkileri

Otizm spektrum bozukluğu (OSB) olan çocuklarda taklit ve sembolik oyun becerilerinde güçlükler, sözel dil gelişiminde ise yaşam boyu süren bozukluklar görülmektedir. Araştırmalar OSB olan çocukların taklit, sembolik oyun ve dil alanında yaşadığı güçlüklerin birbiri ile ilişkili olduğunu öne sürmektedir. Bu araştırmada da OSB olan çocuklarda taklit türlerinin sözcük dağarcığı ve oyun karmaşıklığı ile ilişkilerinin incelenmesi amaçlanmıştır. Araştırmaya 3.0-8.0 yaş arasında söz öncesi dönemde bulunan (n = 58) ve sözel dile sahip (n= 50) toplam 108 OSB olan çocuk katılmıştır. Çocukların taklit becerileri ve sembolik oyun karmaşıklığı alanyazında sıkça kullanılan gözleme dayalı işlemlerle değerlendirilmiştir. Sözcük dağarcığı ise sohbet bağlamında alınan dil örneklerinden elde edilmiştir. Sonuçta tüm taklit türlerinde söz öncesi ve sözel dil grupları arasında anlamlı farklılıklar olduğu, söz öncesi grupta yapılandırılmış nesneli taklitlerin oyun karmaşıklığını anlamlı yordadığı; sözel dil grubunda ise yapılandırılmış nesneli taklitlerin ve kendiliğinden taklitlerin oyun karmaşıklığını ve sözcük dağarcığını anlamlı yordadığı belirlenmiştir. Araştırmanın bulguları, OSB olan çocukların dil becerilerinin ve oyun karmaşıklığının gelişiminde farklı türdeki taklit becerilerinin önemli bir rolü olabileceğini göstermektedir.

The Relationship between Imitation Types and Play Complexity and Vocabulary in Children with Autism Spectrum Disorder

  In children with autism spectrum disorder (ASD), challenges in imitation and symbolic play skills and life-long impairments in verbal language development are observed. Researches have shown interrelations between challenges in imitation, symbolic play, and language. This study investigates the relationships between imitation types and vocabulary and play complexity. A total of 108 children with ASD at ages from 3.0 to 8.0 years, including children in the preverbal period (n = 58) and children with verbal language skills (n=50), participated in the study. The imitation skills and symbolic play complexity of the children were evaluated using the observation-based procedures prevalently encountered in the relevant literature. Vocabulary of the children was determined by obtaining language samples during conversations. The results showed that there were significant differences between the preverbal and verbal language groups in all imitation types; structured imitation with objects significantly predicted play complexity in the preverbal group; structured imitation with objects and spontaneous imitation significantly predicted play complexity and vocabulary in the verbal language group. The results of the study indicated that different types of imitation skills had an important role in the development of the language and complex play skills of children with ASD.

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