25-72 aylar arasındaki otistik çocuklarının gelişimlerinin incelenmesi
Developmental characteristics of the austistic chidren between the 25-72 months
Yazar: ELVAN ŞAHİN ZETEROĞLU
Danışman: Y.DOÇ.DR. ÖZLEM ERSOY
Gazi Üniversitesi / Eğitim Bilimleri Enstitüsü / Çocuk Gelişimi ve Eğitimi Ana Bilim Dalı
Derece: Yüksek Lisans, 2006
Konu: Eğitim ve Öğretim = Education and Training

Özet:
ÖZETBu çalışma 25-72 aylar arasındaki otistik çocukların gelişimsel özelliklerini (psikomotor,bilişsel, dil ve sosyal duygusal) saptamak amacıyla planlanmıştır.Ankara il merkezinde Milli Eğitim Bakanlığı'na bağlı özel eğitim okullarına devam edenotistik çocuklar içerisinden kendisine ulaşılabilen 25-72 ay çocuklarından toplam 60 çocuk ve Ankarail Merkezinde bulunan aynı yaştaki 60 normal gelişim gösteren çocuk olmak üzere toplam 120 çocukaraştırmanın örneklemini oluşturmaktadır. Otizm şüphesi olan çocuklar araştırmaya dahiledilmemiştir. Sadece, tam teşekküllü hastaneden otizm raporu almış olan çocuklar araştırmakapsamında değerlendirilmiştir.Otistik çocukların ve normal gelişim gösteren çocukların gelişimsel özellikleri, Gazi ErkenÇocukluk Gelişimi Değerlendirme Aracı (GEÇDA) ile belirlenmiş ve değerlendirilmiştir.Elde edilen bulgulara göre, gelişimsel açıdan otistik çocuklar normal çocuklarlakıyaslandığında, otistik çocukların dil gelişiminde (DG), bilişsel gelişiminde (BG), psikomotorgelişiminde (PMG) ve sosyal-duygusal gelişiminde (SDG) istatistiksel olarak önemli farklılıklarsaptanmıştır (p<0.05). Alt boyutların tümünde normal gelişim gösteren çocukların değerleri(PMG=69.5, BG=49.0, DG=55.0, SDG=52.0, toplam=224.5), otistik çocukların değerlerine(PMG=55.5, BG=32, DG=33, SDG=40.5, toplam=163) göre anlamlı derecede yüksek bulunmuştur.Otistik grupta, lise ve üniversite mezunu annelerin çocuklarının gelişim puanları, ilkokulmezunu annelerin çocuklarının gelişim puanlarından daha yüksek çıkmaktadır. Lise-üniversitegrupları arasında PMG, BG, DG, SDG puanları açısından anlamlı farklılık görülmemektedir (p>0,05).İlkokul mezunu annelerle lise-üniversite mezunu anneler arasında PMG, BG, DG, SDG puanlarıaçısından anlamlı farklılık görülmektedir (p<0,05).Babaların öğrenim durumlarına göre otistik çocukların gelişimleri incelendiğinde, lise veüniversite mezunu babaların çocuklarının gelişim puanları, ilkokul mezunu babaların çocuklarınıngelişim puanlarından daha yüksek çıkmaktadır. İlkokul-üniversite mezunu baba öğrenim gruplarıarasında PMG, BG, DG, SDG puanları açısından anlamlı farklılık görülmektedir (p<0,05). Otistikgrupta ilkokul-lise ve lise-üniversite mezunu baba grupları arasında PMG, BG, DG puanları açısındananlamlı farklılık görülmemektedir (p>0,05). Ancak, SDG puanları açısından lise-üniversite gruplarıarasında anlamlı farklılıklar saptanmıştır (p<0,05). Üniversite mezunu babaların çocuklarının gelişimpuanları anlamlı derecede yüksek görülmektedir.Normal gelişim gösteren çocuklar grubunda anne ve baba öğrenim düzeyleri arasında PMG,BG, DG, SDG değerleri ve toplam değerler açısından anlamlı farklılık bulunmamaktadır (p>0,05).Anahtar Kelimeler: Otistik çocuk, psikomotor gelişim, dil gelişimi, bilişsel gelişim, sosyal- duygusalgelişim, anne- baba eğitimi.SUMMARYThis study is planned in order to determine the developmental (psychomotor, cognitive,language and social-emotional) characteristics of the autistic children between the 25-72 months.120 children in total as 60 children in total among the children between 25-72 months whocould have been accessed themselves inside of the autistic children going on the private specialeducation schools which are bound to the Ministry of National Education in the province center ofAnkara and 60 children at the same ages showing normal development existing in the province centerof Ankara constitute the modelling of this research.The children having autism doubt were not beenincluded in the research .Only the children who had taken an autism report from a panoplied hospitalwere assessed within the scope of the research.The developmental characteristics of the autistic children and the children showing normaldevelopment have been determined and assessed by using Gazi Early Childhood DevelopmentalScreening Instrument (GECDA).According to the findings obtained, when the autistic children are compared with normalchildren from the developmental point of view considerable differences have been determinedstatistically in language development (LD), cognitive development (CD), psychomotor development(PMD) and social-emotional development (SED) of the autistic children (p<0.05). All in the lowerdimensions the values (PMD=69.5, CD=49.0, LD=55.0, SED=52.0, total=224.5) of the childrenshowing normal development have been found high in expressive degree compared with the values(PMD=55.5, CD=32, LD=33, SED=40.5, total=163) of the autistic children.In the autistic group, the development points of the children of the mothers graduated fromhigh school and university have come out higher than the development points of the children of themothers graduated from primary school. An expressive difference is not observed between the highschool and university groups from the PMD, CD, LD, SED points of view (p>0.05). An expressivedifference is observed between the mothers graduated from primary school and the mothers graduatedfrom high school-university from the PMD, CD, LD, SED points of view (p<0.05)When the development of the autistic children are analyzed according to their father'seducation status, the development points of the children of the fathers graduated from high school anduniversity have come out higher than the development points of the children of the fathers graduatedfrom primary school. An expressive difference is observed between the education groups of thefathers graduated from primary school-university from the PMD, CD, LD, SED points of view(p<0.05). In the autistic group an expressive difference is not observed between the groups of thefathers graduated from primary school-high school and high school-university from the PMD, CD, LDpoints of view (p>0.05).But from the SED points of view an expressive difference has been determined between thegroups of high school-university (p<0.05). The development points of the children of the fathersgraduated from university are observed high in expressive degree.In the children group showing normal development an expressive difference doesn't existbetween education levels of mother and father from the PMD, CD, LD, SED values and total valuesof view (p>0.05).The key words: Autistic child, psychomotor development, language development, cognitivedevelopment, social-emotional development, mother-father education.

Abstract:
SUMMARYThis study is planned in order to determine the developmental (psychomotor, cognitive,language and social-emotional) characteristics of the autistic children between the 25-72 months.120 children in total as 60 children in total among the children between 25-72 months whocould have been accessed themselves inside of the autistic children going on the private specialeducation schools which are bound to the Ministry of National Education in the province center ofAnkara and 60 children at the same ages showing normal development existing in the province centerof Ankara constitute the modelling of this research.The children having autism doubt were not beenincluded in the research .Only the children who had taken an autism report from a panoplied hospitalwere assessed within the scope of the research.The developmental characteristics of the autistic children and the children showing normaldevelopment have been determined and assessed by using Gazi Early Childhood DevelopmentalScreening Instrument (GECDA).According to the findings obtained, when the autistic children are compared with normalchildren from the developmental point of view considerable differences have been determinedstatistically in language development (LD), cognitive development (CD), psychomotor development(PMD) and social-emotional development (SED) of the autistic children (p<0.05). All in the lowerdimensions the values (PMD=69.5, CD=49.0, LD=55.0, SED=52.0, total=224.5) of the childrenshowing normal development have been found high in expressive degree compared with the values(PMD=55.5, CD=32, LD=33, SED=40.5, total=163) of the autistic children.In the autistic group, the development points of the children of the mothers graduated fromhigh school and university have come out higher than the development points of the children of themothers graduated from primary school. An expressive difference is not observed between the highschool and university groups from the PMD, CD, LD, SED points of view (p>0.05). An expressivedifference is observed between the mothers graduated from primary school and the mothers graduatedfrom high school-university from the PMD, CD, LD, SED points of view (p<0.05)When the development of the autistic children are analyzed according to their father?seducation status, the development points of the children of the fathers graduated from high school anduniversity have come out higher than the development points of the children of the fathers graduatedfrom primary school. An expressive difference is observed between the education groups of thefathers graduated from primary school-university from the PMD, CD, LD, SED points of view(p<0.05). In the autistic group an expressive difference is not observed between the groups of thefathers graduated from primary school-high school and high school-university from the PMD, CD, LDpoints of view (p>0.05).But from the SED points of view an expressive difference has been determined between thegroups of high school-university (p<0.05). The development points of the children of the fathersgraduated from university are observed high in expressive degree.In the children group showing normal development an expressive difference doesn?t existbetween education levels of mother and father from the PMD, CD, LD, SED values and total valuesof view (p>0.05).The key words: Autistic child, psychomotor development, language development, cognitivedevelopment, social-emotional development, mother-father education.