COVID-19 Pandemi Sürecinde Özel Gereksinime İhtiyaç Duyan Çocukların Yürütücü İşlevleri ve Aktivite Katılımı

Yıl 2022, Cilt: 10 Sayı: 3, 115 - 126, 02.09.2022

Ayşe Göktaş

https://doi.org/10.30720/ered.1038231

Öz

Amaç: Özel gereksinimi olan çocukların pandemi sürecindeki serbest zaman aktivitelerine katılımı ve yürütücü işlevler ile aktiviteler arasındaki ilişkiyi belirlemek amacıyla yapıldı. Gereç ve Yöntem: Çocukların serbest zaman aktivite katılımlarını tespit etmek için “Kanada Aktivite Performans Ölçümü (KAPÖ)”, yürütücü işlevlerdeki seviyesini belirlemek için ise “Çocukluk Dönemi Yürütücü İşlev Envanteri Ebeveyn/Öğretmen Formu (CHEXI)” kullanıldı. CHEXI; çalışan belleği ve önleyici kontrol alt başlıklarından oluşmaktadır. Sonuçlar: Çalışmaya 2-20 yaş arası, yaş ortalamaları 13,1±4,5 yıldan oluşan 20 kız, 17 erkek, 37 çocuk alındı. Çalışan belleği puan ortalaması 46,18±7,06, inhibisyon puanı 35,51±10,18’dir. Aktivitelere katılan çocuklarda yürütücü işlev ile aktivite çeşitleri arasında ilişki olduğu belirlendi (p<0,05). Fiziksel aktiviteye katılan çocuklarda; takım sporu (r=-0.360, p=0,029), koşma (r=-0,334, p=0,043) ile inhibisyon arasında anlamlı bir ilişki bulunurken, yeteneksel aktivitelerde; müzik/resim/el sanatları (r=-0,400, p=0,014) ile çalışan bellek düzeyleri arasında anlamlı düzeyde ilişki bulundu. Tartışma: Çalışmamızın sonucunda pandemi döneminde aktiviteye katılan çocuklarda yürütücü işlevlerinin olumlu etkilendiği tespit edilerek, bu sürecin yönetilmesinde aktiviteye yönelik programların yürütücü işlevlerin desteklemesine önemli katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

Özel öğrenme bozukluğu, Hassas popülasyonlar, Boş zaman aktiviteleri, Yürütücü İşlevler

Executive Functions and Activity Participation of Children with Special Needs in the COVID-19 Pandemic Process

Öz

Purpose: The study was conducted to determine the participation of children with special needs in leisure time activities and the relationship between executive functions and activities during the pandemic process. Material and Methods: "Canadian Occupational Performance Measurement (COPM)" was used to measure children's participation in leisure activities and the "Childhood Executive Function Inventory Parent/Teacher Form (CHEXI)" to determine their level of executive functions. CHEXI consists of working memory and inhibitory control subheadings. Results: A total of 37 children, 20 girls and 17 boys, aged 2-20 years, with a mean age of 13.1±4.5 years, were included in the study. The mean working memory score was 46.18±7.06, and the inhibitory control score was 35.51±10.18. It was determined that there was a relationship between executive functions and activity types in children participating in activities (p<0.05). There were significant correlations between inhibition and team sports (r=-0.360, p=0,029) and running (r=-0.334, p=0.043) in participation in physical activities. A significant correlation was found between working memory and music/painting/handicrafts (r=-0.400, p=0.014) in participation in skilled activities. Conclusion: Since the study results have shown that the executive functions of children participating in activities are positively affected during the pandemic, it is thought that activity-oriented programs will contribute significantly to the support of executive functions in the management of this process.

Anahtar Kelimeler

Specific learning disorder, Vulnerable populations, Leisure activities, Executive function

Kaynakça

• Aitchison, C. (2003). From leisure and disability to disability leisure: developing data, definitions and discourses. Disabil Soc, 18(7), 955-969. doi.org/10.1080/0968759032000127353
• Akoğlu, G., & Karaaslan, B. T. (2020). COVID-19 ve izolasyon sürecinin çocuklar üzerindeki olası psikososyal etkileri. İKÇÜSBFD, 5(2), 99-103.
• Alyoubi, R. A., & Ebtisam, A. A. (2020). Experiences of parenting phild with ASD during COVID-19 pandemic: a cross-sectional study. Med Sci, 24(106), 3972-3980.
• Bayhan, N. P. (2018). Erken müdahale programlarında aile merkezli uygulamalar ve geçiş. E. N. Metin (Ed.), Özel Gereksinimli Çocuklar. p57-90. Ankara: Anı Yayıncılık.
• Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Educ Dev, 25(1), 56-70. doi.org/10.1080/10409289.2013.780505
• Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: promotion of self-regulation and the prevention of early school failure. Dev Psychopathol, 20(3), 899-911. doi: 10.1017/S0954579408000436
• Best, J. R. (2010). Effects of physical activity on children’s executive function: contributions of experimental research on aerobic exercise. Dev Rev, 30(4), 331–351. doi: 10.1016/j.dr.2010.08.001
• Bierman, K. L., & Torres, M. (2016). Promoting the development of executive functions through early education and prevention programs. In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive Function in Preschool-age Children: Integrating Measurement, Neurodevelopment, and Translational Research, (pp. 299-326). Washington, DC: American Psychological Association. doi.org/10.1037/14797-014
• Bult, M. K., Verschuren, O., Jongmans, M. J., Lindeman, E., & Ketelaar, M. (2011). What influences participation in leisure activities of children and youth with physical disabilities? A systematic review. Res Dev Disabil, 32(5), 1521-1529. doi: 10.1016/j.ridd.201.01.045
• Bult, M. K., Verschuren, O., Lindeman, E., Jongmans, M. J., & Ketelaar, M. (2013). Do children participate in the activities they prefer? A comparison of children and youth with and without physical disabilities. Clin Rehabil, 28(4), 388-396. doi:10.1177/0269215513504314
• Callea, M., Cammarata‐Scalisi, F., Galeotti, A., Villani, A., & Valentini, D. (2020). COVID‐19 and down syndrome. Acta Paediatr, 109(9), 1901-1902. doi: 10.1111/apa.15409
• Çalışkan, Y. (2020). COVİD-19 pandemisi ve karantina sürecinde çocuk ruh sağlığı. Med Res Rep., 3(Supp 1), 149-154.
• Daniels, S. & Peters. D. B. (2015). Yaratıcı Çocuklar Yetiştirmek. Ü. Oğurlu ve F. Kaya (Ed). Ankara: Eğiten Yayıncılık.
• Demirbaş, K.N., & Koçak, S.S. (2020). 2-6 yaş arasında çocuğu olan ebeveynlerin bakış açısıyla Covid-19 salgın sürecinin değerlendirilmesi. Avras Sos Ekon Araş Derg, 7(6), 328-349.
• Diamond, A. (2015). Effects of physical exercise on executive functions: going beyond simply moving to moving with thought. Ann Sports Med. Res, 2(1), 1011.
• Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive Function in Preschool-age Children: Integrating Measurement, Neurodevelopment, and Translational Research, (pp. 11-43). Washington, DC: American Psychological Association.
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318(5855), 1387-1388. doi: 10.1126/science.1151148
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4–12 years old. Science, 333(6045), 959–963. doi: 10.1126/science.1204529
• Faul, F., Erdfelder, E., Buchner, A., & Lang, A.G. (2009). Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses. Behav Res Methods, 41, 1149-1160. doi:10.3758/BRM.41.4.1149
• Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Dev Sci, 12(4), 9-15. doi: 10.1111/j.1467-7687.2009.00848.x
• Hook, C. J., Lawson, G. M., & Farah, M. J. (2013). Socioeconomic status and the development of executive function. Retrieved from the Web January 10, 2012. https://www.child-encyclopedia.com/
• Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., et al. (2020). Behavioral and emotional disorders in children during the COVID-19 epidemic. J Pediatr, (221), 264-266. doi: 10.1016/j.jpeds.2020.03.013
• Kayhan, E. (2010). A Validation Study for the Childhood Executive Functioning Inventory: Behavioral Correlates of Executive Functioning (Yüksek lisans tezi). Bogazici University, Istanbul.
• Krishnan, I., Mello, G., Kok, S., Sabapathy, S., Munian, S., Ching, H., et al. (2020) Challenges faced by hearing impairment students during COVID-19. Malays J Soc Sci Humanit, 5(8), 106 - 116. doi: 10.47405/mjssh.v5i8.472.
• King, G., Law, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure 45 participation of children with disabilities. Phys Occup Ther Pediatr, 23(1), 63-90. doi: 10.1080/J006v23n0
• King, G., Imms, C., Palisano, R., Majnemer, A., Chiarello, L., Orlin, M., et al. (2013). Geographical patterns in the recreation and leisure participation of children and youth with cerebral palsy: a CAPE international collaborative network study. Dev Neurorehabil, 16(3), 196-206. doi: 10.3109/17518423.2013.773102
• Klein, M.D., Cook, R.E., Richardson-Gibbs A.M. (2016). Strategies for Including Children with Special Needs in Early Childhood Settings., Boston: Cengage Learning.
• Lakes, K. D., & Hoyt, W. T. (2004). Promoting self-regulation through school-based martial arts training. J Appl Dev Psychol, 25(3), 283-302. doi.org/10.1016/j.appdev.2004.04.002
• Law, M., King, G., King, S., Kertoy, M., Hurley, P., Rosenbaum, P., et al. (2006). Patterns of participation in recreational and leisure activities among children with complex physical disabilities. Dev Med Child Neuro, 48(05), 337-342. doi: 10.1017/S00121622 06000740
• Majnemer, A., Shevell, M., Law, M., Birnbaum, R., Chilingaryan, G., Rosenbaum, P., et al. (2008). Participation and enjoyment of leisure activities in school‐aged children with cerebral palsy. Dev Med Child Neurol, 50(10), 751-758. doi:10.1111/j.1469-8749.2008.03068.x
• Nesbitt, K. T, Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Child Res Q, 28(4), 774-783. doi.org/10.1016/j.ecresq.2013.07.005
• Özen, A. (2014). Özel gereksinimli çocuklar ve oyun. İ. H. Diken (Ed.), Erken Çocukluk Eğitimi, (ss.426-449). Ankara: Pegem Akademi.
• Preskitt, J. K., Goldfarb, S. S., Mulvihill, B. A., Colburn, S., & Davis, M. M. (2013). Future plans and social/recreational activities of youth with special health care needs: the implications of parental help in completing surveys. Disabil Health J, 6(4), 343-351. doi: 10.1016/j.dhjo.2013.04.010
• Rundle, A. G., Park, Y., Herbstman, J. B., Kinsey, E. V., & Wang, C. Y. (2020). COVID‐19–related school closings and risk of weight gain among children. Obes, 28(6), 1008-1009. doi: 10.1002/oby.22813
• Shikako-Thomas, K., Majnemer, A., Law, M., & Lach, L. (2008). Determinants of participation in leisure activities in children and youth with cerebral palsy: systematic review. Phys Occup Ther Pediatr, 28(2), 155-169. doi: 10.1080/01942630802031834
• Shikako-Thomas, K., Dahan-Oliel, N., Shevell, M., Law, M., Birnbaum, R., Rosenbaum, P., et al. (2012). Play and be happy? Leisure participation and quality of life in school-aged children with cerebral palsy. Int J of Pediatr, 1-7. doi: 10.1155/2012/3872
• Serpell, Z. N., & Esposito, A. G. (2016). Development of executive functions: implications for educational policy and practice. Policy Insights Behav Brain Sci, 3(2), 203-210. doi: 10.1177/2372732216654718
• Thorell, Lisa B. & Nyberg, Lilianne. (2008). The Childhood Executive Functioning Inventory (CHEXI): a new rating instrument for parents and teachers. Dev Neuropsychol, 33(4),536 -552. doi: 10.1080/87565640802101516
• Torpil, B. (2017). Multipl Skleroz’lu Bireylerde Kanada Aktivite Performans Ölçümü’nün Türkçe Kültürel Adaptasyonu, Geçerlilik ve Güvenilirliği (Yüksek lisans tezi). Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
• Van der Niet, A. G., Smith, J., Oosterlaan, J., Scherder, E. J. A., Hartman, E., & Visscher, C. (2016). Effects of a cognitively demanding aerobic intervention during recess on children’s physical fitness and executive functioning. Pediatr Exerc Sci, 28(1), 64–70. http://doi.org.10.1123/pes.2015-0084
• Yersel, B. Ö., Akbaş, A., & Durualp, E. (2020). Pandemi sürecinde özel gereksinimli çocukların günlük yaşam aktiviteleri. ASEAD, 8(1), 126-145.
• Yıldız, A., & Akar-Vural, R. (2020). Covid-19 pandemisi ve derinleşen eğitim eşitsizlikleri. Türk Tabipler Birliği Covid-19 Pandemisi Altıncı Ay Değerlendirme Raporu, Retrieved from the Web January 10, 2019. https://www.ttb.org.tr/kutuphane/covid19-rapor
• Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., et al. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general popopulation in China. Int J Environ Res and Pub Health, 17(5), 1729. doi: 10.3390/ijerph17051729