THE EFFECT OF PLAY ON SOCIAL AND LINGUISTIC SKILLS OF CHILDREN WITH AUTISM SPECTRUM DISORDER


Published: Dec 26, 2022
Keywords:
autism spectrum disorder (ASD) autism play social skills linguistic skills development
Idil Secil
Deniz Ertan
Abstract

Children who are diagnosed with autism usually have similar problems with linguistic and social skills (making eye contact, starting a dialogue or continuing dialogues…) The main aim of this study is to examine the effect of play in social and linguistic skill development of children diagnosed with Autism Spectrum Disorder (ASD).

In this study, 28 structured and semi-structured interviews were conducted with 27 parents in Izmir, Turkey (a parent had two autistic children). The Turkish translation of the Autism Behavior Checklist (ABC) (Irmak et al., 2007) was directed to the parents twice in the structured interviews in order to compare and contrast the presence of autism symptoms after the diagnosis (before play, over 6 months ago) and after play (present day). In the semi-structured interviews, open-ended questions prepared by the researchers were directed to the parents to capture and document more detailed information about the play process such as the duration and type of play. All interviews were recorded with permission, documents and dates were collected, and informed consent according to the Declaration of Helsinki was received.

Analysis shows an overall decline or disappearance in nearly all attributes in the ABC. Results of the semi-structured interviews demonstrate that most frequently played games were as follows: Traditional and role play/imitation games (hide and seek, blindman’s buff…); make-believe games (house, teaching, hairdressing…) ; athletics (basketball, football…), and educational activities (drawing, card and board games…).

According to the results, play affected the social and linguistic skills of autistic children positively. 

 
Article Details
  • Section
  • Turkey
Downloads
Download data is not yet available.
Author Biographies
Idil Secil, TAKEV High School, Izmir
Idil Secil is a 12th Grade student in TAKEV High School, Izmir, Turkey.
Deniz Ertan, TAKEV High School Izmir
Deniz Ertan is a 12th Grade student at TAKEV High School, Izmir, Turkey.
References
Bravo Oro A., Navarro-Calvillo M.E., Esmer C. (2014) Autistic Behavior Checklist (ABC) and Its Applications. In: Patel V., Preedy V., Martin C. (eds) Comprehensive Guide to Autism. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4788-7_164
Cavkaytar, A., Yücesoy Özkan, Ş., Ergenekon, Y., Çolak, A., Kaya, Ö., & Cavkaytar, S. (2016), Otizm spektrum bozukluğu. Ankara: Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü.
Creswell, J. W. (2016), Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni, çeviri editörleri: M.Bütün, S.B Demir. Ankara: Siyasal Kitabevi.
Erdal, K – Erdal, G., (2003), “Çocuk Oyunlarında Yaratıcılık”, Uludağ Üniversitesi Eğitim Fakültesi Dergisi, Cilt XVII, Sayı 1, Bursa.
Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press.
Garvey, C., Lloyd, B., & Cole, M. (1990). Play (Vol. 27). Harvard University Press.
Greenspan, S. v. (2017). Otizmde Derinlemesine Oyunla Tedavi. (M. I. Koç, Dü.) İstanbul: Özgür.
Hazar, Z., Tekkurşun, D. G., & Dalkıran, H. (2017). Ortaokul öğrencilerinin geleneksel oyun ve dijital oyun algılarının incelenmesi: Karşılaştırmalı metafor çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 15(4), 179-190.
Irmak, T. Y., Sütçü, S. T., Aydın, A., & Sorias O. (2007). Otizm Davranış Kontrol Listesinin (ABC) Geçerlik ve Güvenirliğinin İncelenmesi.
Korkmaz, B. 2000a. Yağmur çocuklar, otizm nedir? 2. Baskı, Doğan Kitapçılık, 166 s., İstanbul.
Maenner MJ, Shaw KA, Baio J, et al.(2020), Prevalence of Autism Spectrum Disorder Among Children Aged 8 Years — Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 69 (No. SS-4): 1-12.
Mastrangelo, S. (2009). Harnessing the Power of Play: Opportunities for Children with Autism Spectrum Disorders. TEACHING Exceptional Children, 42(1), 34–44. https://doi.org/10.1177/004005990904200104
M. E. B. “Özel Eğitim Hizmetleri Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik”. Resmi Gazete,(2004), 25674: 18. 12. 2004.
Murdock, L. C., & Hobbs, J. Q. (2011). Picture me playing: increasing pretend play dialogue of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(7), 870-878.
Papatğa, E. (2012). Otizmli çocukların oyun becerileri ile davranış ve sosyal beceri özelliklerinin karşılaştırılması. Yüksek Lisans Tezi, Trakya Üniversitesi, Sosyal Bilimler Enstitüsü, Edirne.
Teitelbaum, P., Teitelbaum, O., Nye, J., Fryman, J. and Maurer, R. G. 1998. Movement analysis in infancy may be useful for early diagnosis of autism. Proc. Natl. Acad. Sci. 95;13982-13987.
OHCHR Convention on the Rights of the Child. (n.d.). United Nations Human Rights Office of the High Commissioner. Retrieved February 14, 2021, from https://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
Wang, Y. (2008). “Nitel Araştırma” . P. W. HEPPNER içinde, Psikolojik Danışmada Araştırma Yöntemleri (s. 285-344). Ankara: Metis Yayıncılık.
Ware Balch, J., & Ray, D. C. (2015). Emotional assets of children with autism spectrum disorder: A single‐case therapeutic outcome experiment. Journal of Counseling & Development, 93(4), 429-439.
Yıldırım, A. (1999). Nitel araştırma yöntemlerinin temel özellikleri ve eğitim araştırmalarındaki yeri ve önemi. Eğitim ve Bilim, 23(112).