WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6
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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, SelenThis 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: 7Citation - Scopus: 7The Factors Associated With School Readiness: Sensory Processing, Motor, and Visual Perceptual Skills, and Executive Functions in Kindergarten Children(Routledge Journals, Taylor & Francis Ltd, 2023) Aydoner, Selen; Bumin, GoncaMany developmental skills are related to children's school readiness in the early years, and these skills are essential for later achievement. Some of these skills include sensory processing, motor and visual perceptual skills, and executive functions. To date, limited research has examined these skills associated with school readiness. This study investigated the relationship between sensory processing, motor and visual perceptual skills, and executive functions, and school readiness in kindergarten children. A total of 138 kindergarten children administered the Sensory Profile, the Bruininks-Oseretsky Test 2- Brief Form, the Test of Visual Perceptual Skills-3, the Childhood Executive Functioning Inventory, and the Primary School Readiness Scale. The results showed that sensory processing, motor and visual perceptual skills, and executive functions were correlated with children's school readiness, and these skills were also highly predictive of children's school readiness (p < 0.05). It is necessary for future studies to consider these skills when assessing school readiness and to include strategies to develop these skills in intervention programs.