KOMBİNE TİP ÖZGÜL ÖĞRENME BOZUKLUĞUNDA UYGUN MÜDAHALE İLE WISC-R PROFİLİNDE VE KLİNİK BULGULARDA DÜZELME MÜMKÜN MÜ: 3 YILLIK TAKİP SONUÇLARI

Amaç:Özgül öğrenme bozukluğu (ÖÖB), akademik başarısızlığa neden olarak bireyin işlevselliğini önemli ölçüde etkilemektedir. Bu nedenle ÖÖB olan çocuk ve ergenlere düzeltici eğitimsel müdahaleler önem arz etmektedir. Bu çalışmada amacımız, okuma, yazma ve matematik bozukluğunun kombine olduğu ÖÖB tanısı olan çocuk ve ergenlerin eşlik eden dikkat eksikliği ve hiperaktivite bozukluğunun (DEHB) medikal tedavisine ek olarak 3 yıllık bireyselleştirilmiş özel eğitim programı sonrasında WISC-R profilinde ve okuma, yazma, aritmetik becerilerinde değişiklikleri ortayakoymaktır. Materyal ve Metot:2015 yılında kombine tip ÖÖB tanısı alan 26 çocuk ve ergen çalışmaya alındı. Olgulara başlangıç ve üçüncü yılın sonunda WISC-R testi ve Okuma-Yazma-Matematik Becerileri Değerlendirme Listesi uygulanarak karşılaştırmayapıldı. Bulgular:Çalışmaya alınan olguların yaş ortalaması 11.5± 1.9 olup %61.5’i erkekti. Olguların %84.6’üne DEHB eşlik etmekteydi. Olguların 3 yıllık takipte başlangıca göre WISC-R puanlarından sözel zeka puanında anlamlı olarak yükselme izlendi, WISC-R kategorilerinden ise takipte kavramsal yetenek skorlarında anlamlı olarak yükselme, sıraya koyma skorlarında azalma izlendi. Hata analizi değerlendirmesinde olguların okuma ve yazma alanında takipte aldıkları puanlarda anlamlı yükselme olup, matematik alanındaki puanlarda değişiklik izlenmedi. Sonuç:ÖÖB olgularında okuma ve yazma alanında anlamlı düzelmeler kaydedilirken, matematik alanında düzelme sınırlı kalmıştır. Kombine tip ÖÖB olgularında özellikle matematik bozukluğunun düzeltilmesine yönelik eğitim programları yapılmalıdır.

Is It Possible Improvement of Clinical Findings and WISC-R Profile by Appropriate Intervention in Combined Type Specific Learning Disorder: 3-Year Follow-up Results

Aim:Specific learning disorder (SLD) has a significant impact on the individual's functionality by causing academic failure. Therefore, corrective educational interventions are important for children and adolescents with SLD. In this study, our aim was to reveal the changes in WISC-R test and reading, writing, arithmetic skills after 3 years of personalized special education program and accompanied attention deficit and hyperactivity disorder (ADHD) treatment of children and adolescents with a diagnosis of SLD, combined with reading, writing and mathematicsdisorders. Materials and Methods:In 2015, 26 children and adolescents with the combined type SLD were included in the study. The cases were compared by applying WISC-R test and Reading-Writing-Math Skills Assessment List at the beginning and at the end of the third year. Results:The mean age of the patients included in the study was 11.5 ± 1.9 years and 61.5% of them were male. 84.6% of the patients were accompanied by ADHD. In the 3-year follow-up, WISC-R scores increased significantly in verbal intelligence scores, while WISC-R categories showed a significant increase in conceptual ability scores and a decrease in rankings scores. In the error analysis evaluation, there was a significant increase in the scores obtained in the field of reading and writing in the follow-up, and no change was observed in the scores in the field of mathematics. Conclusion:While SLD patients had significant improvements in reading and writing, the improvement in mathematics was limited. Training programs should be conducted especially for the correction of math disabilities in combined type SLDpatients.

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