WoS İndeksli Yayınlar Koleksiyonu

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

Browse

Filters

20253

Settings

Author: search.filters.author.Bektas, Selen AydonerPublisher: search.filters.publisher.Routledge Journals, Taylor & Francis Ltd

Search Results

Now showing 1 - 3 of 3
  • 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
    Empowering a Mother of Children With Autism: a Case Report on the Impact of Tele-Occupational Performance Coaching on Parent-Child Relationships, Maternal Self-Efficacy, and Occupational Performance
    (Routledge Journals, Taylor & Francis Ltd, 2025) Bektas, Selen Aydoner; Bumin, Gonca; Aydoner Bektas, Selen
    This case report aimed at tele-occupational performance coaching to empower the mother of a child with autism spectrum disorder by enhancing occupational performance, parent-child relationships, and maternal self-efficacy. Over 8 weeks, the intervention addressed goals collaboratively identified by the mother, including self-care, productivity, and leisure-related tasks. Results revealed clinically significant improvements, with a two-point increase in Canadian Occupational Performance Measure scores for both performance and satisfaction. Significant score increases were also obtained on the Parent-Child Relationship Scale and the Early Intervention Parenting Self-Efficacy Scale. The findings underscore the effectiveness of tele-occupational performance coaching in enhancing family dynamics and parental capabilities while emphasizing the potential of telehealth as a scalable and accessible modality for delivering family-centered occupational therapy. Future research should expand on these findings by incorporating diverse populations and assessing long-term outcomes.
  • 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.