Ceyhan, İrem
Loading...
Profile URL
Name Variants
Ceyhan, Irem
Ceyhan, I.
Ceyhan, I.
Job Title
Araştırma Görevlisi
Email Address
irem.ceyhan@fbu.edu.tr
Main Affiliation
Ergoterapi Bölümü
Ergoterapi Bölümü
Ergoterapi Bölümü
Ergoterapi Bölümü
Ergoterapi Bölümü
Status
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
1
Research Products
Scholarly Output
2
Articles
2
Citation Count
-
Supervised Theses
0
2 results
Scholarly Output Search Results
Now showing 1 - 2 of 2
Article Occupation-Based Intervention for Instrumental Activities of Daily Living in People With Disabilities: a Single-Blinded Randomised Controlled Trial(MA Healthcare Ltd, 2024) Akyurek, G.; Aydoner, S.; Ceyhan, I.; Ergoterapi BölümüBackground/aims Instrumental activities of daily living are meaningful and purposeful activities that contribute meaning to people's lives and reflect their values and cultures in the community. This study investigated the effects of an occupation-based intervention for instrumental activities of daily living on stress levels, quality of life, and participation in instrumental activities of daily living in people with disabilities. Methods A total of 18 people with different types of disabilities (intervention group n=9, control group n=9) were recruited. The occupation-based intervention took place in 45-minute sessions, with a total of 16 sessions held twice a week for 8 weeks. The measurement tools used were the Lawton-Brody Instrumental Activities of Daily Living Scale and the Waisman Activities of Daily Living Scale to evaluate activities of daily living, the Mini-Mental State Examination to examine cognitive status, the 36-item Short Form Survey questionnaire to assess quality of life, the Perceived Stress Scale to examine stress level, and the Community Integration Questionnaire to evaluate participation in the community were used. Results After 8 weeks, there were significant improvements in performance and participation in instrumental activities of daily living, stress and quality of life in the intervention group intervention group had significant increases in instrumental activities of daily living (z=−2.6, P=0.008), vitality (z=−0.5, P=0.041), role emotional (z=−2.7, P=0.008), role physical (z=−2.3, P=0.020), general health (z=−3.3, P=0.001) and participation (z=−1.3, P=0.023). There were also significant reductions in stress (z=−2.8, P=0.005) and bodily pain (z=−3.2, P=0.001) scores compared to the control group conclusions The occupation-based intervention reduced the stress levels of people with a range of disabilities and increased their ability to perform activities of daily living], participation in activities of daily living and improved their quality of life. Implications for practice Occupational therapists could use occupation-based interventions to reduce the stress levels of people with disabilities and increase their performance and participation in activities of daily living and improve their quality of life. © 2024 MA Healthcare Ltd.Article Citation - WoS: 1Citation - Scopus: 1Sensory 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; Ergoterapi BölümüSensory 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.
