PubMed İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/8

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Start date: 2025Publisher: search.filters.publisher.Routledge Journals, Taylor & Francis Ltd

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Now showing 1 - 6 of 6
  • Article
    Comparison of Executive Functions, Visual Perception, and Cognitive Skills in High-Average and Average-Ability Children with Dyslexia
    (Routledge Journals, Taylor & Francis Ltd, 2026) Akyurek, Gokcen; Aydoner Bektas, Selen
    This study compared executive functions, visual perception, and cognitive skills in high-average and average-ability children with dyslexia. Seventy-six children aged 8-12 were assessed using the Executive Functions and Occupational Routines Scale (EFORTS), the Test of Visual-Perceptual Skills - Third Edition (TVPS-3), and the Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-CH). High-average ability children scored higher on DOTCA-CH domains such as visual-motor construction and thinking operations, while average-ability peers performed better on all TVPS-3 subtests. EFORTS differed only in play-leisure routines. Findings suggest that dyslexia presents with diverse cognitive patterns, emphasizing the need for approaches that address individual differences.
  • Article
    A New Measurement Tool for School Readiness with Developmental, Learning, and Functional Outcomes: A Comprehensive School Readiness Assessment Scale (COSRAS)
    (Routledge Journals, Taylor & Francis Ltd, 2026) Aydoner Bektas, Selen; Bumin, Gonca; Karahan, Sevilay
    This study aimed to develop the Comprehensive School Readiness Assessment Scale (COSRAS), a multidimensional instrument designed to evaluate school readiness in children aged 57-72 months. Scale development followed DeVellis's framework. An initial item pool of 216 items was generated based on developmental, learning-related, and functional school readiness constructs and subsequently refined through expert review to 182 items. The finalized scale was completed by teachers of 1813 children, and test-retest reliability data were obtained from 386 teachers. Content validity indices were high, ranging from 0.892 to 1.000. Exploratory and confirmatory factor analyses supported the proposed eight-factor structure, demonstrating excellent model fit (CFI = 0.999; RMSEA = 0.000-0.009). Convergent validity with the Primary School Readiness Scale was strong (r = 0.665-0.695). The internal consistency of the scale was excellent across all domains (alpha = 0.916-0.969), and test-retest reliability was high (ICC > 0.990). COSRAS demonstrates strong psychometric properties and provides a comprehensive assessment of school readiness by integrating developmental competencies, learning-related skills, and functional performance. The scale enables early identification of children who may be at risk for neurodevelopmental or learning-related challenges before school entry. COSRAS may assist educators and allied professionals in early childhood and school-based settings by offering domain-specific profiles that inform instructional planning, individualized supports, and early intervention strategies.
  • Article
    Implementation of an AI-Enhanced Motor and Cognitive Intervention: A Case Study in Developmental Delay
    (Routledge Journals, Taylor & Francis Ltd, 2025) Bektas, Selen Aydoner; Bumin, Gonca; Aydoner Bektas, Selen
    This study aimed to explore the implementation of an AI-enhanced motor and cognitive intervention for a 7-year-old child with developmental delay. A case study design was employed using an A-B framework (pre-test, intervention, post-test) over 12 weeks. The intervention incorporated AI-based tools such as Lumosity, Just Dance, and Cogmed for tailored motor and cognitive activities. The Bruininks-Oseretsky Test of Motor Proficiency-2 Brief Form (BOT-2 BF) and the Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch) were used to evaluate outcomes. Post-intervention, significant improvements were observed in BOT-2 BF and DOTCA-Ch scores, indicating enhanced motor coordination, and cognitive abilities. AI-enhanced interventions demonstrated the potential to address developmental delays by providing adaptive, engaging, and effective therapeutic activities. The findings highlight the feasibility of integrating AI tools into therapy, with implications for broader adoption in addressing developmental challenges. Further research is recommended to explore generalizability and long-term effects.
  • Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Sensory Processing Skills and School Functions in School-Aged Children With Attention Deficit Hyperactivity Disorder: a Gender-Based Analysis
    (Routledge Journals, Taylor & Francis Ltd, 2025) Ceyhan, Irem; Akyurek, Gokcen
    Sensory processing skills are important for school functioning, learning and school participation. Children with attention deficit hyperactivity disorder (ADHD) may need additional support in the school context. This study aims to assess sensory processing skills and school functions in children with ADHD, focusing on gender differences. We included 118 children of whom 57 had ADHD and 61 were typically developing peers. Sensory processing skills were assessed with the Sensory Integration and Praxis Test subtests (Postrotary Nystagmus, Standing Walk and Balance, Bilateral Motor Coordination), and school functioning was evaluated using the School Function Assessment. Results showed that children with ADHD had worse sensory processing skills and school function, regardless of gender (p < 0.05). In girls with ADHD, Bilateral Motor Coordination emerged as a significant predictor across some sub-parameters of school functioning (Participation: p = 0.022; task supports: p = 0.020; physical tasks: p = 0.012). In boys, balance was particularly significant predictor of physical (p = 0.008) and cognitive functioning (p = 0.008). Boys with ADHD had more difficulty than girls in cognitive/behavioral task adaptations, setup and cleaning, and eating/drinking. Recognizing gender differences among these children is essential for health professionals to deliver more effective and individualized support interventions.
  • Article
    Relationship Between Executive Functions and School Readiness in Kindergarten Children With Cochlear Implant
    (Routledge Journals, Taylor & Francis Ltd, 2025) Bektas, Selen Aydoner; Bumin, Gonca; Aydoner Bektas, Selen
    This study aimed to examine the relationship between executive functions and school readiness of kindergarten children with cochlear implants. The study included 109 children between the ages of 57 and 71 months, who were enrolled in a special education practice school for the deaf and followed up by the ear, nose, and throat diseases clinic, who had bilateral severe or profound sensorineural type hearing loss and who used bilateral cochlear implants. The participants' teachers filled out the Childhood Executive Functions Inventory and the Primary School Readiness Scale. The findings showed a significant relationship between the Childhood Executive Functions Inventory-Working Memory, Inhibitory Control, and Total scores and Primary School Readiness Scale of kindergarten children with cochlear implant (r values are -.793, -.819., and -.768, respectively; p < 0.01). The results obtained from this study emphasize the importance of interventions that support the executive functions and school readiness of children with cochlear implants from the earliest period and increase their participation in school life.
  • Article
    Citation - WoS: 2
    Citation - Scopus: 1
    Safety and Efficacy of Umbilical Cord Mesenchymal Stem Cells in the Treatment of Type 1 and Type 2 Diabetes Mellitus: a Systematic Review and Meta-Analysis
    (Routledge Journals, Taylor & Francis Ltd, 2025) Nada, Ahmed Hosney; Ibrahim, Ismail A.; Oteri, Vittorio; Shalabi, Laila; Asar, Nada Khalid; Aqeilan, Saja Rami; Hafez, Wael
    Introduction Many patients struggle to control glucose without side effects. Due to their immunomodulatory and regenerative properties, mesenchymal stem cells (MSCs) might treat Diabetes Mellitus (DM). The authors employed this meta-analysis to evaluate the efficacy and safety of umbilical cord MSCs (UCMSCs) for DM management. Methods The PubMed, Cochrane, WOS, Embase, and Scopus databases were searched for randomized controlled trials (RCTs) investigating the effects of UCMSCs on DM (Types 1, 2) till January 2024. Patient demographics, interventions, and outcomes, including glycated hemoglobin (HbA1c%), C-peptide levels, and insulin requirements, were extracted. A comprehensive meta-analysis software was used. Results Eight CTs of 334 patients (172 experimental and 162 controls) were included. UMSCs treatment substantially lowered HbA1c levels (MD = -1.06, 95% CI [-1.27, -0.85], p < 0.00001) with consistent outcomes (i(2) = 0%, p = 0.43). Fasting C-peptide levels were heterogeneous but favored placebo (MD = 0.35, 95% CI [0.15, 0.56], p = 0.0007). In T1D patients, daily insulin requirements decreased considerably (MD = -0.24, 95% CI [-0.29, -0.18], p < 0.00001), with heterogeneity addressed by sensitivity analysis. Conclusion UMSCs therapy reduced HbA1c and insulin requirements, and increased C-peptide levels. Multicenter clinical trials are required to confirm the long-term efficacy and safety of UMSC therapy.