Araştırma Makalesi
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AKRAN ARACILI FİZİKSEL AKTİVİTELERİN OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARIN İLETİŞİM EKSİKLİĞİ ÜZERİNDEKİ ETKİSİ

Yıl 2020, Cilt: 14 Sayı: 2, 233 - 245, 03.08.2020

Öz

Bu çalışmada, akran aracılı fiziksel aktivitelerin otizm spektrum bozukluğu (OSB) olan çocukların iletişim eksikliği üzerindeki etkisi incelenmiştir. Çalışma grubu, OSB olan 12 çocuk ve tipik gelişim gösteren (TGG) 6 çocuktan oluşmuştur. Katılımcılar random olarak bir uygulama grubuna (OSB olan çocuklar n= 6, ortalama yaş= 12.66; TGG çocuklar n= 6, ortalama yaş= 12.83) ve bir kontrol grubuna (OSB olan çocuklar n = 6, ortalama yaş= 12.33) ayrılmıştır. Uygulama grubunda yer alan çocuklar ile birlikte 10 hafta süreyle akran aracılı fiziksel aktiviteler gerçekleştirilmiştir. Veriler, Gilliam Otizm Derecelendirme Ölçeği-2 kullanılarak elde edilmiştir. Ölçek, OSB olan çocuklara ön test, son test ve izleme testi olarak uygulanmıştır. Bulgular, uygulama grubundaki OSB olan çocukların iletişim eksikliğinde akran aracılı fiziksel aktiviteler sonrası olumlu yönde anlamlı bir azalma olduğunu göstermiştir. OSB olan çocukların iletişim eksikliğinde gözlenen bu olumlu değişimin, araştırmadan bir ay sonra elde edilen izleme testinde devam ettiği saptanmıştır. Sonuç olarak, akran aracılı fiziksel aktivitelerin OSB olan çocukların iletişim eksikliği üzerinde olumlu yönde bir etki oluşturduğu izlenimi edinilmiştir.

Kaynakça

  • 1. American Psychiatric Association. (2013). The diagnostic and statistical manual of mental disorders (DSM-5), USA: American Psychiatric Association.
  • 2. Landa RJ., Holman KC., Garrett-Mayer E. (2007). Social and communication development in toddlers with early and later diagnosis of autism spectrum disorders. Archives of General Psychiatry. 64(7), 853-864.
  • 3. Ingersoll B., Lalonde K. (2010). The impact of object and gesture imitation training on language use in children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research. 53(4), 1040-1051.
  • 4. Callahan EH., Gillis JM., Romanczyk RG., Mattson RE. (2011). The behavioral assessment of social interactions in young children: An examination of convergent and incremental validity. Research in Autism Spectrum Disorders. 5(2), 768-774.
  • 5. Orsmond GI., Shattuck PT., Cooper BP., Sterzing PR., Anderson KA. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders. 43(11), 2710-2719.
  • 6. Davis NO., Carter AS., Volkmar FR., Paul R., Rogers SJ., Pelphrey KA. (2014). Social development in autism. In: F. R. Volkmar, R. Paul, S. J. Rogers, K. A. Pelphrey (Eds.). Handbook of autism and pervasive developmental disorders, New Jersey: John Wiley & Sons.
  • 7. Lee J., Vargo KK. (2017). Physical activity into socialization: A movement-based social skills program for children with autism spectrum disorder. Journal of Physical Education, Recreation & Dance. 88(4), 7-13.
  • 8. Özen A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice. 15(5), 1287-1303.
  • 9. Chu CH., Pan CY. (2012). The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings. Research in Autism Spectrum Disorders. 6(3), 1211-1223.
  • 10. Trent JA., Kaiser AP., Wolery M. (2005). The use of responsive interaction strategies by siblings. Topics in Early Childhood Special Education. 25(2), 107-118.
  • 11. Aydın A. (2016). Development of the parent form of the preschool children’s communication skills scale and comparison of the communication skills of children with normal development and with autism spectrum disorder. Educational Sciences: Theory & Practice. 16(6), 2005-2028.
  • 12. Bellini S., Peters JK., Benner L., Hopf A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education. 28(3), 153-162.
  • 13. Kasari C., Rotheram-Fuller E., Locke J., Gulsrud A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology. 53(4), 431-439.
  • 14. Prelock P., Paul R., Allen E. (2011). Evidence-based treatments in communication for children with autism spectrum disorders. In: F. Volkmar & B. Reichow (Eds.). Evidence-based treatments for children with Autism, New York: Springer.
  • 15. Akmanoglu N., Kurt O., Kapan A. (2015). Comparison of simultaneous prompting and constant time delay procedures in teaching children with autism the responses to questions about personal information. Educational Sciences: Theory & Practice. 15(3), 723-737.
  • 16. National Autism Center. (2015). Results of the national standards project, phase 2. https://www.nationalautismcenter.org/national-standards-project/results-reports/.
  • 17. Wong C., Odom SL., Hume KA., Cox AW., Fettig A., Kucharczyk S., Brock M. E., Plavnick JB., Fleury VP., Schultz TR. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders. 45(7), 1951-1966.
  • 18. Płatos M., Wojaczek K. (2018). Broadening the scope of peer-mediated intervention for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders. 48(3), 747-750.
  • 19. Chan J., Lang R., Rispoli M., O’Reilly M., Sigafoos J., Cole H. (2009). Use of peer mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 3(4), 876-889.
  • 20. Watkins L., O’Reilly M., Kuhn M., Gevarter C., Lancioni GE., Sigafoos J., Lang R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders. 45(4), 1070-1083.
  • 21. Brock ME., Dueker SA., Barczak MA. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders. 48(6), 2224-2230.
  • 22. Lee S., Odom SL., Loftin R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions. 9(2), 67-79.
  • 23. Rodriguez-Medina J., Martin LJ., Carbonero MA., Ovejero A. (2016). Peer-mediated intervention for the development of social interaction skills in high-functioning autism spectrum disorder: A pilot study. Frontiers in Psychology. 7, 1-14.
  • 24. Chang YC., Locke J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders. 27, 1-10.
  • 25. Boudreau AM., Corkum P., Meko K., Smith IM. (2015). Peer-mediated pivotal response treatment for young children with autism spectrum disorders: A systematic review. Canadian Journal of School Psychology. 30(3), 218-235.
  • 26. Trout MJ., Borges N., Koles P. (2014). Modified peer instruction improves examination scores in pharmacology. Medical Education. 48(11), 1112-1113.
  • 27. Szlachta J. (2013). Peer instruction of first-year nurse anesthetist students: a pilot study of a strategy to use limited faculty resources and promote learning. The Journal of Nursing Education. 52(6), 355-359.
  • 28. Schmidt B. (2011). Teaching engineering dynamics by use of peer instruction supported by an audience response system. European Journal of Engineering Education. 36(5), 413-423.
  • 29. Mora G. (2010). Peer instruction and lecture tutorials equally improve student learning in introductory geology classes. Journal of Geoscience Education. 58(5), 286-296.
  • 30. Draves TJ. (2017). Collaborations that promote growth: music student teachers as peer mentors. Music Education Research. 19(3), 327-338.
  • 31. Klavina A. (2008). Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity. 1(2), 7-19.
  • 32. Klavina A., Block ME. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly. 25(2), 132-158.
  • 33. Hutzler S. (2011). Evidence-based practice and research: A challenge to adapted physical activity. Adapted Physical Activity Quarterly. 28(3), 189-209.
  • 34. Temple VA., Stanish HI. (2011). The feasibility of using a peer-guided model to enhance participation in community-based physical activity for youth with intellectual disability. Journal of Intellectual Disabilities. 15(3), 209-217.
  • 35. Reid G., Bouffard M., MacDonald C. (2012). Creating evidence-based practice in adapted physical activity. Adapted Physical Activity Quarterly. 29(2), 115-131.
  • 36. Stanish HI., Temple VA. (2012). Efficacy of a peer-guided exercise programme for adolescents with intellectual disability. Journal of Applied Research in Intellectual Disabilities. 25(4), 319-328.
  • 37. Yarımkaya E. (2018). Akran aracılı uyarlanmış fiziksel aktivitelerin orta düzeyde zihin yetersizliği olan öğrencilerin sosyalleşme düzeyleri üzerine etkisi. Kastamonu Eğitim Dergisi. 26(2), 335-344.
  • 38. Ward P., Ayvazo S. (2006). Classwide peer tutoring in physical education: Assessing its effect with kindergartners with autism. Adapted Physical Activity Quarterly. 23(3), 233-244.
  • 39. Brookman L., Boettcher M., Klein E., Openden D., Koegel RL., Koegel LK. (2003). Facilitating social interactions in a community summer camp setting for children with autism. Journal of Positive Behavior Interventions. 5(4), 249-252.
  • 40. Yarımkaya E., İlhan EL., Karasu N. (2017). Akran aracılı uyarlanmış fiziksel aktivitelere katılan otizm spektrum bozukluğu olan bir bireyin iletişim becerilerindeki değişimlerin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi. 18(2), 225-252.
  • 41. Karasar N. (2015). Bilimsel araştırma yöntemi, Ankara: Nobel.
  • 42. Ekici G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 35(35), 98-110.
  • 43. Gilliam JE. (2006). GARS-2: Gilliam autism rating scale-second edition, Austin, TX: Pro-Ed Inc.
  • 44. Diken İH., Ardıç A., Diken Ö., Gilliam JE. (2012). Gilliam otistik bozukluk derecelendirme ölçeği-2 Türkçe versiyonu’nun (GOBDÖ-2-TV) geçerlik ve güvenirliğinin araştırılması: Türkiye standardizasyon çalışması. Eğitim ve Bilim. 37(166), 318-328.
  • 45. Büyüköztürk Ş. (2014). Sosyal bilimler için veri analizi el kitabı (Genişletilmiş 20. baskı). Ankara: Pegem Akademi.
  • 46. Battaglia AA., Radley KC. (2014). Peer-mediated social skills for children with autism spectrum disorder. Beyond Behavior. 23(2), 4-13.
  • 47. Bene K., Banda D., Brown DA. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders. 1, 135-42.
  • 48. Bouffard M., Reid G. (2012). The good, the bad, and the ugly of evidence-based practice. Adapted Physical Activity Quarterly. 29(1), 1-24.
  • 49. Kasari C., Smith T. (2013). Intervention in schools for children with autism spectrum disorder: Methods and recommendations. Autism. 17(3), 254-263.
  • 50. McFadden B., Kamps D., Heitzman-Powell L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in Autism Spectrum Disorders. 8(12), 1699-1712.
  • 51. Bahrami F., Movahedi A., Marandi SM., Sorensen C. (2016). The effect of karate techniques training on communication deficit of children with autism spectrum disorders. Journal of Autism and Developmental Disorders. 46(3), 978-986.
  • 52. Pan CY. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism: International Journal of Research and Practice. 14(1), 9-28.
  • 53. Bumin G., Uyanik M., Yilmaz I., Kayihan H., Topcu, M. (2003). Hydrotherapy for rett syndrome. Journal of Rehabilitation Medicine. 35(1), 44-45.
  • 54. Bass MM., Duchowny CA., Llabre, MM. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders. 39(9), 1261-1267.
  • 55. Gabriels RL., Agnew JA., Holt KD., Shoffner A., Pan Z., Ruzzano S., Clayton GH., Mesibov G. (2012). Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders. 6(2), 578-588.

THE EFFECT OF PEER-MEDIATED PHYSICAL ACTIVITIES ON COMMUNICATION DEFICITS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Yıl 2020, Cilt: 14 Sayı: 2, 233 - 245, 03.08.2020

Öz

This study examined the effect of peer-mediated physical activities on communication deficits of children with autism spectrum disorders (ASD). The study group constituted of 12 children with ASD and 6 typically developing (TD) children. Participants were randolmly divided into an application group (children with ASD n = 6; TD children n = 6) and a control group (children with ASD n = 6). Peer-mediated physical activities were carried out for 10 weeks with children with ASD in the application group. Data were obtained using the Gilliam Autism Rating Scale-2. The scale was administered to children with ASD as pre-test, post-test and follow up test. The findings showed that there was a positively significant decrease in the communication deficits of children with ASD in the application group after peer-mediated physical activities. It was determined that this positive change observed in the communication deficits of children with ASD continued in the follow-up test one month after the study. As a result, it was gained the impression that peer-mediated physical activities had a positive effect on communication deficits of children with ASD.

Kaynakça

  • 1. American Psychiatric Association. (2013). The diagnostic and statistical manual of mental disorders (DSM-5), USA: American Psychiatric Association.
  • 2. Landa RJ., Holman KC., Garrett-Mayer E. (2007). Social and communication development in toddlers with early and later diagnosis of autism spectrum disorders. Archives of General Psychiatry. 64(7), 853-864.
  • 3. Ingersoll B., Lalonde K. (2010). The impact of object and gesture imitation training on language use in children with autism spectrum disorder. Journal of Speech, Language, and Hearing Research. 53(4), 1040-1051.
  • 4. Callahan EH., Gillis JM., Romanczyk RG., Mattson RE. (2011). The behavioral assessment of social interactions in young children: An examination of convergent and incremental validity. Research in Autism Spectrum Disorders. 5(2), 768-774.
  • 5. Orsmond GI., Shattuck PT., Cooper BP., Sterzing PR., Anderson KA. (2013). Social participation among young adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders. 43(11), 2710-2719.
  • 6. Davis NO., Carter AS., Volkmar FR., Paul R., Rogers SJ., Pelphrey KA. (2014). Social development in autism. In: F. R. Volkmar, R. Paul, S. J. Rogers, K. A. Pelphrey (Eds.). Handbook of autism and pervasive developmental disorders, New Jersey: John Wiley & Sons.
  • 7. Lee J., Vargo KK. (2017). Physical activity into socialization: A movement-based social skills program for children with autism spectrum disorder. Journal of Physical Education, Recreation & Dance. 88(4), 7-13.
  • 8. Özen A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice. 15(5), 1287-1303.
  • 9. Chu CH., Pan CY. (2012). The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings. Research in Autism Spectrum Disorders. 6(3), 1211-1223.
  • 10. Trent JA., Kaiser AP., Wolery M. (2005). The use of responsive interaction strategies by siblings. Topics in Early Childhood Special Education. 25(2), 107-118.
  • 11. Aydın A. (2016). Development of the parent form of the preschool children’s communication skills scale and comparison of the communication skills of children with normal development and with autism spectrum disorder. Educational Sciences: Theory & Practice. 16(6), 2005-2028.
  • 12. Bellini S., Peters JK., Benner L., Hopf A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education. 28(3), 153-162.
  • 13. Kasari C., Rotheram-Fuller E., Locke J., Gulsrud A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology. 53(4), 431-439.
  • 14. Prelock P., Paul R., Allen E. (2011). Evidence-based treatments in communication for children with autism spectrum disorders. In: F. Volkmar & B. Reichow (Eds.). Evidence-based treatments for children with Autism, New York: Springer.
  • 15. Akmanoglu N., Kurt O., Kapan A. (2015). Comparison of simultaneous prompting and constant time delay procedures in teaching children with autism the responses to questions about personal information. Educational Sciences: Theory & Practice. 15(3), 723-737.
  • 16. National Autism Center. (2015). Results of the national standards project, phase 2. https://www.nationalautismcenter.org/national-standards-project/results-reports/.
  • 17. Wong C., Odom SL., Hume KA., Cox AW., Fettig A., Kucharczyk S., Brock M. E., Plavnick JB., Fleury VP., Schultz TR. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders. 45(7), 1951-1966.
  • 18. Płatos M., Wojaczek K. (2018). Broadening the scope of peer-mediated intervention for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders. 48(3), 747-750.
  • 19. Chan J., Lang R., Rispoli M., O’Reilly M., Sigafoos J., Cole H. (2009). Use of peer mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders. 3(4), 876-889.
  • 20. Watkins L., O’Reilly M., Kuhn M., Gevarter C., Lancioni GE., Sigafoos J., Lang R. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders. 45(4), 1070-1083.
  • 21. Brock ME., Dueker SA., Barczak MA. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders. 48(6), 2224-2230.
  • 22. Lee S., Odom SL., Loftin R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions. 9(2), 67-79.
  • 23. Rodriguez-Medina J., Martin LJ., Carbonero MA., Ovejero A. (2016). Peer-mediated intervention for the development of social interaction skills in high-functioning autism spectrum disorder: A pilot study. Frontiers in Psychology. 7, 1-14.
  • 24. Chang YC., Locke J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders. 27, 1-10.
  • 25. Boudreau AM., Corkum P., Meko K., Smith IM. (2015). Peer-mediated pivotal response treatment for young children with autism spectrum disorders: A systematic review. Canadian Journal of School Psychology. 30(3), 218-235.
  • 26. Trout MJ., Borges N., Koles P. (2014). Modified peer instruction improves examination scores in pharmacology. Medical Education. 48(11), 1112-1113.
  • 27. Szlachta J. (2013). Peer instruction of first-year nurse anesthetist students: a pilot study of a strategy to use limited faculty resources and promote learning. The Journal of Nursing Education. 52(6), 355-359.
  • 28. Schmidt B. (2011). Teaching engineering dynamics by use of peer instruction supported by an audience response system. European Journal of Engineering Education. 36(5), 413-423.
  • 29. Mora G. (2010). Peer instruction and lecture tutorials equally improve student learning in introductory geology classes. Journal of Geoscience Education. 58(5), 286-296.
  • 30. Draves TJ. (2017). Collaborations that promote growth: music student teachers as peer mentors. Music Education Research. 19(3), 327-338.
  • 31. Klavina A. (2008). Using peer-mediated instructions for students with severe and multiple disabilities in inclusive physical education: A multiple case study. European Journal of Adapted Physical Activity. 1(2), 7-19.
  • 32. Klavina A., Block ME. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly. 25(2), 132-158.
  • 33. Hutzler S. (2011). Evidence-based practice and research: A challenge to adapted physical activity. Adapted Physical Activity Quarterly. 28(3), 189-209.
  • 34. Temple VA., Stanish HI. (2011). The feasibility of using a peer-guided model to enhance participation in community-based physical activity for youth with intellectual disability. Journal of Intellectual Disabilities. 15(3), 209-217.
  • 35. Reid G., Bouffard M., MacDonald C. (2012). Creating evidence-based practice in adapted physical activity. Adapted Physical Activity Quarterly. 29(2), 115-131.
  • 36. Stanish HI., Temple VA. (2012). Efficacy of a peer-guided exercise programme for adolescents with intellectual disability. Journal of Applied Research in Intellectual Disabilities. 25(4), 319-328.
  • 37. Yarımkaya E. (2018). Akran aracılı uyarlanmış fiziksel aktivitelerin orta düzeyde zihin yetersizliği olan öğrencilerin sosyalleşme düzeyleri üzerine etkisi. Kastamonu Eğitim Dergisi. 26(2), 335-344.
  • 38. Ward P., Ayvazo S. (2006). Classwide peer tutoring in physical education: Assessing its effect with kindergartners with autism. Adapted Physical Activity Quarterly. 23(3), 233-244.
  • 39. Brookman L., Boettcher M., Klein E., Openden D., Koegel RL., Koegel LK. (2003). Facilitating social interactions in a community summer camp setting for children with autism. Journal of Positive Behavior Interventions. 5(4), 249-252.
  • 40. Yarımkaya E., İlhan EL., Karasu N. (2017). Akran aracılı uyarlanmış fiziksel aktivitelere katılan otizm spektrum bozukluğu olan bir bireyin iletişim becerilerindeki değişimlerin incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi. 18(2), 225-252.
  • 41. Karasar N. (2015). Bilimsel araştırma yöntemi, Ankara: Nobel.
  • 42. Ekici G. (2008). Sınıf yönetimi dersinin öğretmen adaylarının öğretmen öz-yeterlik algı düzeyine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 35(35), 98-110.
  • 43. Gilliam JE. (2006). GARS-2: Gilliam autism rating scale-second edition, Austin, TX: Pro-Ed Inc.
  • 44. Diken İH., Ardıç A., Diken Ö., Gilliam JE. (2012). Gilliam otistik bozukluk derecelendirme ölçeği-2 Türkçe versiyonu’nun (GOBDÖ-2-TV) geçerlik ve güvenirliğinin araştırılması: Türkiye standardizasyon çalışması. Eğitim ve Bilim. 37(166), 318-328.
  • 45. Büyüköztürk Ş. (2014). Sosyal bilimler için veri analizi el kitabı (Genişletilmiş 20. baskı). Ankara: Pegem Akademi.
  • 46. Battaglia AA., Radley KC. (2014). Peer-mediated social skills for children with autism spectrum disorder. Beyond Behavior. 23(2), 4-13.
  • 47. Bene K., Banda D., Brown DA. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders. 1, 135-42.
  • 48. Bouffard M., Reid G. (2012). The good, the bad, and the ugly of evidence-based practice. Adapted Physical Activity Quarterly. 29(1), 1-24.
  • 49. Kasari C., Smith T. (2013). Intervention in schools for children with autism spectrum disorder: Methods and recommendations. Autism. 17(3), 254-263.
  • 50. McFadden B., Kamps D., Heitzman-Powell L. (2014). Social communication effects of peer-mediated recess intervention for children with autism. Research in Autism Spectrum Disorders. 8(12), 1699-1712.
  • 51. Bahrami F., Movahedi A., Marandi SM., Sorensen C. (2016). The effect of karate techniques training on communication deficit of children with autism spectrum disorders. Journal of Autism and Developmental Disorders. 46(3), 978-986.
  • 52. Pan CY. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism: International Journal of Research and Practice. 14(1), 9-28.
  • 53. Bumin G., Uyanik M., Yilmaz I., Kayihan H., Topcu, M. (2003). Hydrotherapy for rett syndrome. Journal of Rehabilitation Medicine. 35(1), 44-45.
  • 54. Bass MM., Duchowny CA., Llabre, MM. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders. 39(9), 1261-1267.
  • 55. Gabriels RL., Agnew JA., Holt KD., Shoffner A., Pan Z., Ruzzano S., Clayton GH., Mesibov G. (2012). Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders. 6(2), 578-588.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor Hekimliği
Bölüm Research Article
Yazarlar

Erkan Yarımkaya 0000-0003-4337-5112

Levent İlhan 0000-0002-1117-2700

Yayımlanma Tarihi 3 Ağustos 2020
Gönderilme Tarihi 14 Mayıs 2020
Kabul Tarihi 7 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 14 Sayı: 2

Kaynak Göster

APA Yarımkaya, E., & İlhan, L. (2020). THE EFFECT OF PEER-MEDIATED PHYSICAL ACTIVITIES ON COMMUNICATION DEFICITS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS. Beden Eğitimi Ve Spor Bilimleri Dergisi, 14(2), 233-245.

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