Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlevlerine yönelik uygulanan müdahalelerin incelenmesi

Özel öğrenme güçlüğü olan öğrenciler okuma, yazma ve matematikte farklı sorunlarla karşılaşmaktadır. Özel öğrenme güçlüğü olan öğrenciler en çok okuma alanında sorun yaşamakta ve öğrencilerin büyük bir kısmı okumada yaşadıkları güçlükler nedeniyle tanı almaktadır. Özel öğrenme güçlüğü olan öğrencilerin yaşadıkları akademik güçlükler yürütücü işlevlerdeki sorunlarından kaynaklanabilmektedir. Bununla birlikte öğrencilerin yürütücü işlevlerdeki yetersizlikleri okul başarılarını olumsuz olarak etkilemektedir. Özel öğrenme güçlüğü olan öğrencilerin sorun yaşadıkları alanlara yönelik çeşitli müdahaleler uygulanmaktadır. Bu çalışmada 2000-2021 tarihleri arasında özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerini geliştirmeye yönelik uygulanan müdahaleleri içeren çalışmalar incelenmiştir. Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerine yönelik müdahaleleri konu alan çalışmaların gözden geçirilmesinin hedeflendiği bu çalışmada EbscoHost, ProQuest Central, Springer LINK, SAGE, ScienceDirect, SCOPUS ve ULAKBİM Ulusal Veritabanları’nda “yürütücü işlevler”, "yürütücü işlev müdahaleleri", "özel öğrenme güçlüğü",”executive functions”, “executive functions interventions”, “specific learning disabilities”, “working memory”, “attention” anahtar sözcükleri kullanılarak tarama yapılmıştır. Bu kapsamda dahil etme ölçütlerini karşılayan 13 makaleye ulaşılmıştır. Araştırmanın bulgular bölümünde özel öğrenme güçlüğü olan öğrencilerin yürütücü işlev becerilerini geliştirmeye yönelik uygulanan müdahaleler ile ilgili çalışmaların katılımcıları, yöntemleri ve sonuçları konusunda bilgi verilmektedir. Sonuç olarak araştırmaya dahil edilen yürütücü işlev müdahalelerinin özel öğrenme güçlüğü olan öğrencilerin dikkat, çalışan bellek ve akademik becerilerini olumlu olarak etkilediği görülmektedir. Ek olarak, Türkiye’de özel öğrenme güçlüğü ile ilgili literatürün gelişmesi, öğrencilerin yürütücü işlev becerilerinin değerlendirilmesi ve geliştirilmesi için daha fazla bilimsel çalışma ihtiyacı bulunmaktadır.

Anahtar Kelimeler:

Özel öğrenme güçlüğü, yürütücü işlevler, akademik beceriler, dil

Review of ınterventions for executive functions of students with specific learning disabilities

Students with specific learning disabilities experienced different problems in reading, writing and math. Students with specific learning disabilities mostly have problems in the field of reading and most of the students are diagnosed because of the difficulties they experience in reading. The problems that student with specific learning disabilities have problems in academic fields may be resulted from their difficulties in executive functions. However, the insufficiencies of students in executive functions effect their school success. Various interventions are applied to the areas where students with specific learning disabilities have problems. In this study the studies consisting of the interventions for students with specific learning disabilities are examined. The examination is conducted by using the key words "executive functions", "executive function interventions", "specific learning disabilities", "working memory", "attention" in this study aiming at investigation of the researches about the interventions for abilities related with executive functions in EbscoHost, ProQuest Central, Springer LINK, SAGE, ScienceDirect, SCOPUS and ULAKBIM National Databases in the 2000-2021. In this context 13 studies meeting the inclusion criteria are reached. It is informed about the participants, methods and results of the studies about the interventions applied for supporting the executive function skills of students with specific learning disabilities. As a result of the study it demonstrated that the executive function interventions develop the attention, working memory and academic skills of students with specific learning disabilities. In addition, there is a need for growing of literature of specific learning disabilities, for evaluation and improvement for executive functions of students with specific learning disabilities

Keywords:

specific learning disabililties, executive functions, academic skills, language.,

PDF

___

Alloway, T. P., Bibile, V. ve Lau, G. (2013). Computerized working memory training: Can it lead to gains in cognitive skills in students?. Computers in Human Behavior, 29(3), 632-638.
Altemeir, L. E., Abbott, R. D. ve Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology, 30(5), 588-606. doi: 10.1080/13803390701562818
Altemeier, L., Jones, J., Abbott, R. D. ve Berninger, V. W. (2006). Executive functions in becoming writing readers and reading writers: Note taking and report writing in third and fifth graders. Developmental Neuropsychology, 29(1), 161-173.
Araujo Jiménez, E. A., Jané-Ballabriga, M. A., Bonillo Martin, A. ve Capdevilla i Brophy, C. (2014). Executive function deficits and symptoms of disruptive behaviour disorders in preschool children. Universitas Psychologica, 13(4), 1267-1277.
Azizi, A., Drikvand, F. M. ve Sepahvandi, M. A. (2018). Effect of cognitive-behavioral play therapy on working memory, short-term memory and sustained attention among school-aged children with specific learning disorder: a preliminary randomized controlled clinical trial. Current Psychology, 1-8.
Bahr, R. H., Lebby, S. ve Wilkinson, L. C. (2020). Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: Phonological, orthographic, and morphological influences. Reading and Writing, 33(1), 121-142.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121(1), 65.
Barkley, R. A. (2006). Attention-deficit hyperactivity disorder. A Handbook for Diagnosis and Treatment, Guilford, New York
Berninger, V. W., Abbott, R. D., Thomson, J., Wagner, R., Swanson, H. L., Wijsman, E. M. ve Raskind, W. (2006). Modeling phonological core deficits within a working memory architecture in children and adults with developmental dyslexia. Scientific Studies of Reading, 10(2), 165-198.
Blair, C. ve Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.
Bull, R. ve Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability: Inhibition, switching, and working memory. Developmental neuropsychology, 19(3), 273-293.
Catts, H. W., Adlof, S. M., Hogan, T. P. ve Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
Catts, H. W., Fey, M. E., Zhang, X. ve Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific studies of reading, 3(4), 331-361.
Çalık, M. ve Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Eğitim ve Bilim, 39(174), 33-38. doi: http://dx.doi.org/10.15390/EB.2014.3412
Collins, B. C., Tekin-Iftar, E. ve Olçay-Gül, S. (2017). International collaboration and its contributions: Disseminating knowledge and supporting evidence-based practices across countries. Education and Training in Autism and Developmental Disabilities, 52(3), 227-239.
De Bree, E., Rispens, J. ve Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21(11-12), 935-944.
Emami Kashfi, T., Sohrabi, M., Saberi Kakhki, A., Mashhadi, A. ve Jabbari Nooghabi, M. (2019). Effects of a Motor Intervention Program on Motor Skills and Executive Functions in Children with Learning Disabilities. Perceptual and Motor Skills, 126(3), 477-498.
Esmaili, S. K., Shafaroodi, N., Mehraban, A. H., Parand, A., Zarei, M. ve Akbari-Zardkhaneh, S. (2017). Effect of play-based therapy on meta-cognitive and behavioral aspects of executive function: A randomized, controlled, clinical trial on the students with learning disabilities. Basic and Clinical Neuroscience, 8(3), 203-212.
Farghaly, W. M., Ahmed, M. A., El-Tallawy, H. N., Elmestikawy, T. A., Badry, R., Farghaly, M. S., Omar, M. S., Hussein, A. S. R., Salamah, M. ve Mohammed, A. T. (2018). Construction of an Arabic computerized battery for cognitive rehabilitation of children with specific learning disabilities. Neuropsychiatric disease and treatment, 14, 2123.
Fathiazar, E., Mani, A., Adib, Y. ve Sharifi, Z. (2020). Effectiveness of an educational neuroscience-based curriculum to improve academic achievement of elementary students with mathematics learning disabilities. Research and Development in Medical Education, 9(1), 18-18.
Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M. ve Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462-466.
Franceschini, S., Trevisan, P., Ronconi, L., Bertoni, S., Colmar, S., Double, K., Facoetti, A. ve Gori, S. (2017). Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports, 7(1), 1-12.
García, J. N. ve Fidalgo, R. (2008). Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: The mediational role of gender in calibration. The Spanish Journal of Psychology, 11(2), 414-432.
García-Redondo, P., García, T., Areces, D., Núñez, J. C. ve Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International Journal of Environmental Research and Public Health, 16(14), 2-12.
Garnett, K. ve Fleischner, J. E. (1983). Automatization and basic fact performance of normal and learning disabled children. Learning Disability Quarterly, 6(2), 223-230.
Gersten, R. ve Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 251-272.
Gooch, D., Snowling, M. ve Hulme, C. (2011). Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Journal of Child Psychology And Psychiatry, 52(2), 195-203.
Görgün, B. ve Melekoğlu, M. A. (2019). Türkiye’de özel öğrenme güçlüğü alanında yapılan çalışmaların incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 9(1), 83-106.
Gözüm, A. İ. C. (2020). Okul öncesi dönem çocuklarında çalışma belleği ve engelleyici kontrol: Dikkatin aracı rolü. Erken Çocukluk Çalışmaları Dergisi, 4(3), 609-638.
Gözüm, A. İ. C., Coşkun, M. ve İpek, Z.H., (2019). The Endless Well in Early Childhood Period: Executive Functions in Classroom Activities. In Alisinanoğlu, F., Bayraktar, V. & Gözüm, A. İ. C (Eds.), New Horizons in Early Childhood Education (pp.51-65), Klaipeda: Strategic Researches Academy.
Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89(2), 223-234.
Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M. ve Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 53(12), 1277-1284.
Joanisse, M. F., Manis, F. R., Keating, P. ve Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60.
Johnson, E. S., Humphrey, M., Mellard, D. F., Woods, K. ve Swanson, H. L. (2010). Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 33(1), 3-18.
Kaçamak-Öğüt, D., Özbaran, N. B., Köse, S. ve Kesikçi, H. (2020). Okul öncesi dikkat eksikliği hiperaktivite bozukluğunda yürütücü işlevler. Anadolu Psikiyatri Dergisi, 21(4), 423-428.
Kocaarslan, M. (2019). İyi ve zayıf okuyucular için okuduğunu anlama: Kuramsal ve ampirik açıdan bir bakış. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(2), 369-393.
Kuruyer, H. G. ve Çakıroğlu, A. (2017). Sınıf öğretmenlerinin özel öğrenme güçlüğü olan öğrencilerin eğitsel değerlendirme ve eğitimsel müdahale sürecinde görüş ve uygulamaları [Primary school teachers’ opinions and practices in educational evaluation and intervention in process of specific learning difficulties]. Turkish Studies, 12(28), 539-555. doi: 10.7827/TurkishStudies.12494
Lenz. K. ve Deshler, D. D. (2005). Adolescents with learning disabilities: Revisiting the educator's enigma. In B. Y. Wong (Ed.), Advances in learning disabilities (s. 535-565) içinde. New York, NY: Guilford. Lezak, M. D. (1995). Executive functions and motor performance. In neuropsychological assessment, 650-685.
Łuniewska, M., Chyl, K., Dębska, A., Kacprzak, A., Plewko, J., Szczerbiński, M., Szewczyk, J., Grabowska, A. & Jednoróg, K. (2018). Neither action nor phonological video games make dyslexic children read better. Scientific reports, 8(1), 1-11.
Maehler, C. ve Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49, 341-347.
Mann, V. A. ve Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of learning disabilities, 17(10), 592-599.
Mann, V. A., Shankweiler, D. ve Smith, S. T. (1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language, 11(3), 627-643.
McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M. ve Mengler, E. D. (2000). On the “specifics” of specific reading disability and specific language impairment. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(7), 869-874.
McBride-Chang, C. ve Manis, F. R. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing, 8(4), 323-339.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M. ve Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947-959.
Meyer, M. S., Wood, F. B., Hart, L. A. ve Felton, R. H. (1998). Selective predictive value of rapid automatized naming in poor readers. Journal of Learning Disabilities, 31(2), 106-117.
Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri Yönetmeliği (Ministry of National Education Special Education Services Regulation) (2006). T.C. Resmi Gazete, (26184), 31 Mayıs 2006.
Mischel, W., Shoda, Y. ve Rodriguez, M. I. (1989). Delay of gratification in children. Science, 244(4907), 933-938.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A. ve Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houtsa, … ve Caspia, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the national Academy of Sciences, 108(7), 2693-2698.
Morris, R. D., Stuebing, K. K., Fletcher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P.,Katz, L.Francis, D.J. ve Shaywitz, B. A. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90(3), 347-373.
Özkubat, U., Karabulut, A. ve Sert, C. (2021). Öğrenme güçlüğü olan ortaokul öğrencilerine uygulanan matematik problemi çözme müdahaleleri: Kapsamlı alanyazın incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, Erken Görünüm. https://doi.org/10.21565/ozelegitimdergisi.774650
Pickering, S. J. ve Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24(3), 393-408.
Robertson, E. K. ve Joanisse, M. F. (2010). Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory. Applied Psycholinguistics, 31(1), 141-165.
Sarı-Gökten, E. ve Duman, N. S. (2020). Şemsiye Bir Bozukluk: Özgül Öğrenme Bozukluğu. Turkish Journal of Child Adolescent Mental Health, 27(3), 126-33.
Savcı, U., Tufan, A. E., Öztürk, Y. ve Cansız, M. A. (2019). Dikkat Eksikliği ve Hiperaktivite Bozukluğu Tanılı Çocuk ve Ergenlerde Yürütücü İşlev Sorunları ve Tedavisi. Psikiyatride Güncel Yaklaşımlar, 11(2), 223-238.
Sittiprapaporn, P. (2020). Electroencephalographic changes as neuroscience-based cognitive skill training program. Asian Journal of Medical Sciences, 11(1), 63-68.
Snowling, M. J. (2001). From language to reading and dyslexia 1. Dyslexia, 7(1), 37-46.
Swanson, H. L., Zheng, X. ve Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 42(3), 260-287.
Szenkovits, G. ve Ramus, F. (2005). Exploring dyslexics' phonological deficit I: Lexical vs sub‐lexical and input vs output processes. Dyslexia, 11(4), 253-268.
Şimşek, H. ve Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Yayıncılık.
Türkoğlu, S., Çetin, F. H., Tanır, Y. ve Karatoprak, S. (2019). Çalışma Belleği ve Nörogelişimsel Hastalıklar, Turkish Journal of Child and Adolescent Mental Health, 26(2), 52-62.
Varvara, P., Varuzza, C., Padovano Sorrentino, A. C., Vicari, S. ve Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in Human Neuroscience, 8, 120.
Wagner, R. K., Torgesen, J. K., ve Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental psychology, 30(1), 73-87.
Willcutt, E. G., Pennington, B. F., Boada, R., Ogline, J. S., Tunick, R. A., Chhabildas, N. A. ve Olson, R. K. (2001). A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder. Journal of Abnormal Psychology, 110(1), 157.
Wolf, M. ve Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia’s. Journal of Educational Psychology, 91(3), 415-438.
Wolf, M., O'rourke, A. G., Gidney, C., Lovett, M., Cirino, P. ve Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing, 15(1-2), 43-72.
Xiong, J., Ye, M., Wang, L. ve Zheng, G. (2021). Effects of physical exercise on executive function in cognitively healthy older adults: A systematic review and meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 114, doi:10.1016/j.ijnurstu.2020.103810.
Zelazo, P. D., Blair, C. B. ve Willoughby, M. T. (2016). Executive Function: Implications for Education. National Center for Education Research (NCER) 2017-2000. https://files.eric.ed.gov/fulltext/ED570880.pdf adresinden edinilmiştir.