Araştırma Makalesi
Kombine Tip Özgül Öğrenme Bozukluğunda Uygun Müdahale ile WISC-R Profilinde ve Klinik Bulgularda Düzelme Mümkün mü: 3 Yıllık Takip Sonuçları
Öz
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 3 yıllık
bireyselleştirilmiş özel eğitim programı sonrasında WISC-R profilinde ve okuma, yazma, aritmetik becerilerinde
değişiklikleri ortaya koymaktır.
Materyal
ve Metot: 2015 yılında kombine tip ÖÖB tanısı alan 26 çocuk ve ergen çalışmaya
alınmıştır. Olgulara başlangıç ve üçüncü yılın sonunda WISC-R testi ve Okuma-Yazma-Matematik Becerileri
Değerlendirme Listesi uygulanarak karşılaştırma yapıldı.
Bulgular: Çalışmaya alınan olguların yaş ortalaması 11.5± 1.9 olup
%61.5’i erkekti. Olguların %84.6’üne dikkat eksikliği ve hiperaktivite
bozukluğu (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.
Sonuçlar: ÖÖB’li olgularda okuma
ve yazma alanında anlamlı düzelmeler kaydedilirken, matematik alanında düzelme
sınırlı kalmıştır. Kombine tip ÖÖB’lilerde özellikle matematik bozukluğunun
düzeltilmesine yönelik eğitim programları yapılmalıdır.
Anahtar Kelimeler
Destekleyen Kurum
Araşırmamız herhangi bir kurum tarafından desteklenmemiştir.
Kaynakça
- 1. Silver CH, Ruff RM, Iverson GL, Barth JT, Broshek DK, Bush S and et al. NAN Policy and Planning Committee. Learning disabilities: the need for neuropsychological evaluation. Arch Clin Neuropsychol. 2008;23:217–9.
- 2. American Psychiatric Association. editor. Diagnostic and Statistical Manual of Mental Disorders (DSM-5®) 5th ed. American Psychiatric Publishing; 2013.
- 3. Görker I, Bozatli L, Korkmazlar Ü, Yücel Karadağ M, Ceylan C, Söğüt C,and et al. The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne. Noro Psikiyatr Ars. 2017;54(4):343-9
- 4.Stanton-Chapman TL, Chapman DA, Scott KG. Identification of early risk factors for learning disabilities. J Early Interv. 2001;24(3):193-206.
- 5. King S, Laplante DP. The effects of prenatal maternal stress on children's cognitive development: Project Ice Storm. Stress. 2005;8:35-45.
- 6. Talge NM, Neal C, Glover V. Antenatal maternal stress and long: term effects on child neurodevelopment: how and why? J Child Psychol Psychiatry. 2007;48(3-4):245-61.
- 7. Snowling MJ, Muter V, Carroll J. Children at family risk of dyslexia: a follow-up in early adolescence. J Child Psychol Psychiatry. 2007;48:609-18.
- 8. Kere J. The molecular genetics and neurobiology of developmental dyslexia as model of a complex phenotype. Biochem Biophys Res Commun. 2014;452:236–43.
- 9. Willcutt EG, Pennington BF, DeFries JC. Twin study of the etiology of comorbidity between reading disability and attention-deficit/hyperactivity disorder. Am J Med Genet. 2009;96:293-301.
- 10. Altay MA, Görker I. Assessment of Psychiatric Comorbidity and WISC-R Profiles in Cases Diagnosed with Specific Learning Disorder According to DSM-5 Criteria. Noro Psikiyatr Ars. 2017;55(2):127-34.
- 11. Alexander-Passe N. How dyslexic teenagers cope: an investigation of self-esteem, coping and depression. Dyslexia. 2006;12(4):256-75.
- 12. Wechsler D. Manual for the Wechsler Intelligence Scale for Children-Revised: New York: Psychological Corporation; 1974
- 13.Savaşır I, Şahin N. Weschler Çocuklar için Zeka Ölçeği (WISC-R) El Kitabı. Ankara: Türk Psikologlar Derneği Yayınları;1995.
- 14. Korkmazlar Ü. Özel Öğrenme Bozukluğu (6–11 Yaş İlkokul Çocuklarında Özel Öğrenme Bozukluğu ve Tanı Yöntemleri). İstanbul: Taç Ofset; 1993.
- 15. Silver LB. The clinical assessment of children and adolescents havingdifficulty with academic performance. Child Adolesc Psychiatr Clin N Am. 1997;6:465–72
- 16. Hawke JL, Olson RK, Willcut EG, Wadsworth SJ, DeFries JC. Gender ratios for reading difficulties. Dyslexia.. 2009 ;15(3):239-42
- 17. Rutter M, Caspi A, Fergusson D, Horwood LJ, Goodman R, Maughan B, and et al. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA 2004;291(16):2007-12.
- 18. Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry. 2000;41:1039–48.
- 19. Dupaul GJ, Stoner G. ADHD in the Schools: Assessment and Intervention Strategies. 3rd ed. New York: Guilford Press; 2014.
- 20. Cheung CH, Fazier-Wood AC, Asherson P, Rijsdijk F, Kuntsi J. Shared cognitive impairments and aetiology in ADHD symptoms and reading difficulties. PLoS One 2014;9:e98590.
- 21. Willcutt EG, Pennington BF, Smith SD, Cardon LR, Gayán J, Knopik VS, and et al. Quantitative trait locus for reading disability on chromosome 6p is pleiotropic for attention deficit/hyperactivity disorder. Am J Med Genet. 2002;114:260–8.
- 22. Hart SA, Petrill SA, Willcutt E, Thompson LA, Schatschneider C, Deater-Deckard K,and et al. Exploring how symptoms of attentiondeficit/ hyperactivity disorder are related to reading and mathematics performance: general genes, general environments. Psychol Sci. 2010;21(11):1708-15.
- 23. Altay MA, Bozatlı L, Demirci Şipka B, Görker I. Current Pattern of Psychiatric Comorbidity and Psychotropic Drug Prescription in Child and Adolescent Patients.Medicina (Kaunas). 2019;17:55(5).
- 24. Selikowitz, M. Dyslexia and Other Learning Difficulties: The Facts Oxford: Oxford University ,1998.
- 25. Bilgiç A, Kılıç BG, Gürkan K ve ark. (2006) Dikkat Eksikliği Hiperaktivite Bozukluğu tanısı konulan bir klinik örneklemde yıkıcı davranış bozuklukları ve özgül öğrenme bozuklukları. Çocuk ve Gençlik Ruh Sağlığı Dergisi 2006;13:54-9.
- 26. D’Anguilli A, Siegel LS. Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? J Learn Disabil. 2003;36:48-58.
- 27. Shaywitz SE, Shaywitz BA. Dyslexia (specific reading disability). Biol Psychiatry. 2005;57(11):1301-9.
- 28. Shalev RS, Auerbach J, Manor O, Gross-Tsur V. Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry. 2000:II58-64.
- 29. Andersson U. Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings From a 3-Year Longitudinal Study of Children With Different Types of Learning Difficulties. Journal of Educational Psychology 2010;102(1):115–34
- 30. Hallahan DP, Mercer CD. Learning disabilities: historical perspectives. Bradle R, Daielson.L, Hallahan DP (Eds.). Identification of learning disabilities: research to parctice. Mahwah: L Erlbaum Publishers. 2002;1-67.
- 31. Kim H, Duran CAK, Cameron CE, Grissmer D. Developmental relations among motor and cognitive processes and mathematics skills. Child Dev. 2018;89(2):476-94
- 32. Davis E E, Pitchford NJ, Limback E. The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control. British Journal of Psychology.2011;102(3):569–84.
- 33. Sharma. M. Dyslexia. Dyscalculia and other mathematics language difficulties. Framingham. MA: CT/LM 2008.
- 34. Wu T, Shen H, Sheng Y, Zhao F, Guo N, Liao L, and et al.. Use of cognitive correction training improves learning for children with mathematics learning disability. Appl Neuropsychol Child. 2019:23:1-7
Yıl 2019,
Cilt: 7 Sayı: 3, 236 - 244, 18.12.2019
Öz
Kaynakça
- 1. Silver CH, Ruff RM, Iverson GL, Barth JT, Broshek DK, Bush S and et al. NAN Policy and Planning Committee. Learning disabilities: the need for neuropsychological evaluation. Arch Clin Neuropsychol. 2008;23:217–9.
- 2. American Psychiatric Association. editor. Diagnostic and Statistical Manual of Mental Disorders (DSM-5®) 5th ed. American Psychiatric Publishing; 2013.
- 3. Görker I, Bozatli L, Korkmazlar Ü, Yücel Karadağ M, Ceylan C, Söğüt C,and et al. The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne. Noro Psikiyatr Ars. 2017;54(4):343-9
- 4.Stanton-Chapman TL, Chapman DA, Scott KG. Identification of early risk factors for learning disabilities. J Early Interv. 2001;24(3):193-206.
- 5. King S, Laplante DP. The effects of prenatal maternal stress on children's cognitive development: Project Ice Storm. Stress. 2005;8:35-45.
- 6. Talge NM, Neal C, Glover V. Antenatal maternal stress and long: term effects on child neurodevelopment: how and why? J Child Psychol Psychiatry. 2007;48(3-4):245-61.
- 7. Snowling MJ, Muter V, Carroll J. Children at family risk of dyslexia: a follow-up in early adolescence. J Child Psychol Psychiatry. 2007;48:609-18.
- 8. Kere J. The molecular genetics and neurobiology of developmental dyslexia as model of a complex phenotype. Biochem Biophys Res Commun. 2014;452:236–43.
- 9. Willcutt EG, Pennington BF, DeFries JC. Twin study of the etiology of comorbidity between reading disability and attention-deficit/hyperactivity disorder. Am J Med Genet. 2009;96:293-301.
- 10. Altay MA, Görker I. Assessment of Psychiatric Comorbidity and WISC-R Profiles in Cases Diagnosed with Specific Learning Disorder According to DSM-5 Criteria. Noro Psikiyatr Ars. 2017;55(2):127-34.
- 11. Alexander-Passe N. How dyslexic teenagers cope: an investigation of self-esteem, coping and depression. Dyslexia. 2006;12(4):256-75.
- 12. Wechsler D. Manual for the Wechsler Intelligence Scale for Children-Revised: New York: Psychological Corporation; 1974
- 13.Savaşır I, Şahin N. Weschler Çocuklar için Zeka Ölçeği (WISC-R) El Kitabı. Ankara: Türk Psikologlar Derneği Yayınları;1995.
- 14. Korkmazlar Ü. Özel Öğrenme Bozukluğu (6–11 Yaş İlkokul Çocuklarında Özel Öğrenme Bozukluğu ve Tanı Yöntemleri). İstanbul: Taç Ofset; 1993.
- 15. Silver LB. The clinical assessment of children and adolescents havingdifficulty with academic performance. Child Adolesc Psychiatr Clin N Am. 1997;6:465–72
- 16. Hawke JL, Olson RK, Willcut EG, Wadsworth SJ, DeFries JC. Gender ratios for reading difficulties. Dyslexia.. 2009 ;15(3):239-42
- 17. Rutter M, Caspi A, Fergusson D, Horwood LJ, Goodman R, Maughan B, and et al. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA 2004;291(16):2007-12.
- 18. Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry. 2000;41:1039–48.
- 19. Dupaul GJ, Stoner G. ADHD in the Schools: Assessment and Intervention Strategies. 3rd ed. New York: Guilford Press; 2014.
- 20. Cheung CH, Fazier-Wood AC, Asherson P, Rijsdijk F, Kuntsi J. Shared cognitive impairments and aetiology in ADHD symptoms and reading difficulties. PLoS One 2014;9:e98590.
- 21. Willcutt EG, Pennington BF, Smith SD, Cardon LR, Gayán J, Knopik VS, and et al. Quantitative trait locus for reading disability on chromosome 6p is pleiotropic for attention deficit/hyperactivity disorder. Am J Med Genet. 2002;114:260–8.
- 22. Hart SA, Petrill SA, Willcutt E, Thompson LA, Schatschneider C, Deater-Deckard K,and et al. Exploring how symptoms of attentiondeficit/ hyperactivity disorder are related to reading and mathematics performance: general genes, general environments. Psychol Sci. 2010;21(11):1708-15.
- 23. Altay MA, Bozatlı L, Demirci Şipka B, Görker I. Current Pattern of Psychiatric Comorbidity and Psychotropic Drug Prescription in Child and Adolescent Patients.Medicina (Kaunas). 2019;17:55(5).
- 24. Selikowitz, M. Dyslexia and Other Learning Difficulties: The Facts Oxford: Oxford University ,1998.
- 25. Bilgiç A, Kılıç BG, Gürkan K ve ark. (2006) Dikkat Eksikliği Hiperaktivite Bozukluğu tanısı konulan bir klinik örneklemde yıkıcı davranış bozuklukları ve özgül öğrenme bozuklukları. Çocuk ve Gençlik Ruh Sağlığı Dergisi 2006;13:54-9.
- 26. D’Anguilli A, Siegel LS. Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? J Learn Disabil. 2003;36:48-58.
- 27. Shaywitz SE, Shaywitz BA. Dyslexia (specific reading disability). Biol Psychiatry. 2005;57(11):1301-9.
- 28. Shalev RS, Auerbach J, Manor O, Gross-Tsur V. Developmental dyscalculia: prevalence and prognosis. Eur Child Adolesc Psychiatry. 2000:II58-64.
- 29. Andersson U. Skill Development in Different Components of Arithmetic and Basic Cognitive Functions: Findings From a 3-Year Longitudinal Study of Children With Different Types of Learning Difficulties. Journal of Educational Psychology 2010;102(1):115–34
- 30. Hallahan DP, Mercer CD. Learning disabilities: historical perspectives. Bradle R, Daielson.L, Hallahan DP (Eds.). Identification of learning disabilities: research to parctice. Mahwah: L Erlbaum Publishers. 2002;1-67.
- 31. Kim H, Duran CAK, Cameron CE, Grissmer D. Developmental relations among motor and cognitive processes and mathematics skills. Child Dev. 2018;89(2):476-94
- 32. Davis E E, Pitchford NJ, Limback E. The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control. British Journal of Psychology.2011;102(3):569–84.
- 33. Sharma. M. Dyslexia. Dyscalculia and other mathematics language difficulties. Framingham. MA: CT/LM 2008.
- 34. Wu T, Shen H, Sheng Y, Zhao F, Guo N, Liao L, and et al.. Use of cognitive correction training improves learning for children with mathematics learning disability. Appl Neuropsychol Child. 2019:23:1-7
Toplam 34 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 18 Aralık 2019 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 7 Sayı: 3 |
