Sanat eğitiminin otizmli çocukların duyusal problemleri üzerine etkisinin incelenmesi

Abstract

Bu arastırma, sanat egitiminin otizmli çocukların duyusal problemleri üzerine etkisiniincelemek amacı ile planlanmıstır.Çalısma kapsamına alınan çocuklar; deney ve kontrol grubu olarak iki gruptaincelenmislerdir. Arastırmanın deney grubunu on, kontrol grubunu ise benzer özelliklerdedokuz DSM IV kriterleriyle otizm tanısı almıs yasları 7 ile 21 arasında degisen toplam 19çocuk olusturmustur. Arastırma 13.02.2006 da baslayıp 10.05 2006 tarihinde sona ereceksekilde toplam üç aylık sürede, haftada iki gün iki saatlik uygulamalı dersler seklindegerçeklestirilmistir. Uygulamalar Egitim Uygulama Okulu s Merkezinin bir sınıfındagerçeklestirilmistir.Bu amaçla veri toplama aracı olarak çocuklar ve aileleri hakkında bilgi edinmek içinGenel Bilgi Formu; Fazlıoglu ve Baran tarafından (2004) yapılmıs 42 itemden olusan otizmliçocukların duyusal problemlerini ölçmek için Duyusal Degerlendirme Formu ve arastırmacıtarafından ilgili literatür taranarak olusturulmus sanat egitimi esnasındaki becerileridegerlendirmek üzere hazırlanmıs Plan Performansları Formu, 19 otizm tanısı almıs çocugaön test ve son test olarak uygulanmıstır. Ön testleri uyguladıktan üç ay sonra son testleruygulanmıstır.Elde edilen veriler SPSS programı ile bilgisayara kayıt edilerek birlestirilmis veistatistiksel (Wilcoxon signed rank, chi-sguare ve Pearson Korelâsyon Analizi) yöntemlerkullanılarak degerlendirilmistir. Arastırma sonucunda, deney grubundaki otizmli çocuklarınDuyusal Degerlendirme Formundan aldıkları ön test ve son test puanları arasındaki farkistatistiksel olarak.(z=0.76, p<0.05) anlamlı bulunmustur. Kontrol grubundaki otizmliçocukların duyusal problemlerinde ise anlamlı bir degisiklik olmamıstır. Plan PerformanslarıFormu'ndan elde edilen ön test ve son test puanları istatistiksel olarak anlamlı(p<005)bulunmustur. Ayrıca otizmli çocukların duyusal problemleri ile Plan Performans formundanaldıkları puanlar arasındaki iliskiye korelasyon analizi yapılarak bakılmıstır. Analizsonucunda duyusal problemler ile plan performansları arasında hem ön test (r= -0,803) hemson test (r= -0,892) puanları arasında negatif bir korelasyon saptanmıstır.

This research has been organized in order to examine the effect of art education on thesensory problems of children with autism.Upon the research group was being selected, the files of children who were diagnosedas autistic that were recorded in Edirne Education Implementation School and Work Center(Edirne Egitim Uygulama Okulu ve s Merkezi) were scanned. In this direction, the childrenwith autism who had not attended to any art education program beforehand were chosen forthe research group by using simple coincidental illustration method. Afterwards, the parentsof these children were invited to Trakya University, The Center of Education For Mentallyand Physically Handicapped Children and they were informed about the research then theirapproval was taken.The children who were included in the study scope were examined in two differentgroups; one is experimental group and the other is control group. In this study, theexperimental group consisted of 10 and the control group consisted of 9, in total 19, childrenbetween 7 and 21 years old with similar features who were diagnosed as autistic according toDSM IV criteria. The research was held as periods of two hours in each week during 3months which began on 13th. of February,2006 and came to an end on 10th. of April,2006.The implementation was conducted in a classroom in Education Implementation School andWork Center. During implementation, study was held in the light of 21 aims and behaviours.For this purpose, as a medium for gathering data and to obtain information aboutchildren and parents, General Information Form; Sensory Assessment Form consisting of 42items which is used to measure the sensory problems of children with autism and which hasbeen designed by Fazlıoglu and Baran (2004); and a Plan Performance Form which isdeveloped by the researcher by scanning related literature in order to assess the abilitiesduring art education were applied to 19 children who were diagnosed as autistic, as preliminary and final tests. Final tests were applied after three months from the application ofpreliminary tests.The data obtained was combined by being recorded on computer through SPSSprogram and was assessed by using statistical methods (Wilcoxon signed rank ve chi-sguareand Pearson Correlation Analysis). As a result of the research, the difference betweenpreliminary and final tests results .(z=0.76, p<0.05) that were obtained from children withautism in the experimental group through Sensory Assessment Forms For Children werefound statistically meaningful. But a remarkable change did not occur among sonsoryproblems of the children with autism in the control group. The preliminary and final testspoints (p<005) obtained from Plan Performance Form were found statistically meaningful. Inaddition; the relation between sensory problems of the children with autism and their PlanPerformance Form results was examined through correlation analysis. As a result of thisanalysis; in both preliminary (r= -0,803) and final tests (r= -0,892) a negative correlation wasfound between sensory problems and plan performances.