WoS İndeksli Yayınlar Koleksiyonu

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

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Publisher: search.filters.publisher.Routledge Journals, Taylor & Francis LtdWoS Q: search.filters.wosQuartile.Q4

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Now showing 1 - 7 of 7
  • Article
    The Influence of Leisure Screen Time on Sleep Patterns and Feeding Behaviors in Primary School Children
    (Routledge Journals, Taylor & Francis Ltd, 2026) Aydoner Bektas, Selen; Bumin, Gonca
    The increasing use of screen-based devices in children's daily lives has raised concerns about their effects on health behaviors such as sleep and feeding. This study investigated the relationship between leisure screen time and sleep and feeding problems in primary school children. A cross-sectional survey was conducted with 322 children aged 7-10 years and their parents. Parents completed questionnaires measuring children's daily leisure screen time, sleep patterns, and feeding behaviors. Results showed that weekend leisure screen time (M = 149.4 minutes/day) was higher than weekdays. Significant positive correlations were found between leisure screen time and both total feeding problem scores (weekdays: r = 0.22; weekends: r = 0.25, p < .01) and sleep disturbances (weekdays: r = 0.29; weekends: r = 0.32, p < .01). The most affected areas were selective eating and sleep initiation/maintenance. Regression analysis revealed that weekend leisure screen time significantly predicted feeding problems (beta = 0.22, p = .001) and sleep disturbances (beta = 0.27, p < .001), explaining 8% and 12% of the variance, respectively. The findings indicate the importance of managing children's screen time - particularly on weekends - to support healthier sleep and eating patterns and guide family-based interventions.
  • Article
    Positioning School Readiness as Ecological Fit: The School Readiness Ecological Approach (SERA) for Occupational Therapy and Education
    (Routledge Journals, Taylor & Francis Ltd, 2026) Aydoner Bektas, Selen
    Traditional perspectives on school readiness have emphasized child-level competencies such as cognitive, language, and behavioral skills. While important, the narrow focus overlooks the ecological systems - families, teachers, and communities - that shape children's adaptation to school. The participation-oriented perspective of occupational therapy has also been largely absent from the discourse. The School Readiness Ecological Approach (SERA) reframes school readiness as a matter of ecological fit rather than merely a set of children's skills. Based on Bronfenbrenner's ecological systems theory and the Person - Environment - Occupation model, SERA conceptualizes readiness as the outcome of dynamic exchanges between children, families, educators, schools, and policy environments. SERA addresses key gaps by: (1) shifting focus from isolated child attributes to participation in real-life contexts; (2) integrating occupational therapy's holistic perspective into readiness; and (3) providing a multi-level framework to guide research, practice, and policy. SERA emphasizes four domains - child, family, educational environment, and community - as interconnected contributors to school readiness trajectories. As a conceptual bridge across education, health, and social systems, SERA will broaden theoretical scope, foster interdisciplinary collaboration, and promote inclusive, and sustainable strategies. Reconceptualizing school readiness as ecological fit will help move beyond deficit-based views and support more equitable and effective school transitions.
  • 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 of Handwriting Skills With Cognitive Functions and Sensory Processing in the Older Adults
    (Routledge Journals, Taylor & Francis Ltd, 2025) Sirma, Gamze Cagla; Yucel, Hulya
    Aims: Handwriting involves complex processes, including cognitive function and sensory processing. Cognitive function and sensory processing change with aging. However, the relationship between these parameters remains unclear. The aim of this study is to investigate the relationship between cognitive function and sensory processing with handwriting skills in the older adults. Methods: Fifty-six community-dwelling individuals aged 65-75 years completed a sociodemographic questionnaire, the Adolescent/Adult Sensory Profile, the Montreal Cognitive Assessment (MoCA), and handwriting tasks. Results: The mean age was 70.62 +/- 3.49 years. The strongest correlations were observed between MoCA and the handwriting subtest. Low registration, sensory sensitivity, and sensation avoiding were positively correlated with handwriting subtests. Moreover, the results showed that these skills were also predictive of older adults' handwriting skills (p < 0.05). Conclusions: It is crucial for occupational therapists and physiotherapists to integrate handwriting skill assessment into their clinical settings in terms of its relationship with cognitive and sensory processing.
  • 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: 7
    Citation - Scopus: 7
    The 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, Gonca
    Many 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.