WoS İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6

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Author: search.filters.author.Akyurek, GokcenScopus Q: search.filters.scopusQuartile.Q2

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  • 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
    Citation - WoS: 4
    Citation - Scopus: 3
    Correlations Between the Screen Time of Children With Special Needs and Their Parent-Child Relationships, Home Participation, and Occupational Performance
    (Taylor & Francis Ltd, 2024) Akyurek, Gokcen; Aydoner, Selen; Gundogmus, Ezginur; Gunal, Rumeysa; Ozan, Aysenur Demir; Demir Ozan, Aysenur
    This study aimed to examine the relationships between the screen time of children with special needs and of their parents with their home participation, occupational performance, and parent-child relationships according to sex and diagnosis. Parents of 150 children with special needs (age range, 4 to 6 years) such as autism spectrum disorder, cerebral palsy, and attention deficit hyperactivity disorder, as well as undiagnosed and developmentally risky children, were included. The Demographic Information Form, Screen Time Usage Form, Parent-Child Relationship Scale, Participation and Environment Measure for Children and Youth, and Short Child Occupational Profile were used for the data collection. There was a significant relationship between the screen time of girls and their parent-child relationships, home participation, and occupational performance. Moreover, we detected a relationship between the screen time of children with autism spectrum disorder and positive parent-child relationships, home participation, and occupational performance. Therapists should account for screen time in their interventions associated with parent-child relationships, home participation, and occupational performance.