WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/6
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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, SelenThis 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 Citation - WoS: 12Citation - Scopus: 11Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children With Autism Spectrum Disorder(Springer/plenum Publishers, 2024) Ozcan, Gulsum Hatipoglu; Ozer, Dilara Fatos; Pinar, Salih; Hatipoğlu Özcan, GülsümThe aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills.