Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia


Kose B., ŞAHİN S. , TEMİZKAN E. , Galipoglu H., KARABULUT E. , AKI E.

JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION, 2021 (Journal Indexed in ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume:
  • Publication Date: 2021
  • Doi Number: 10.1080/19411243.2021.1959485
  • Title of Journal : JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION
  • Keywords: Occupational Therapy, Special Education, Visual Perception, Developmental Dyslexia, READING DISABILITIES, BRAIN ACTIVATION, PROFILE

Abstract

Investigating the effects of the special education support program (SESP) and visual-praxis-based occupational therapy program (VPBOTP) on visual perception skills of children with developmental dyslexia (DD). A time-series quasi-experimental design with two stages was used. The first stage included visual perception assessments of children with DD who were registered to the SESP, using MVPT-3. Following the assessments, SESP was implemented for a total of 16 hours in the span of 8 weeks. In the second stage, MVPT-3 was administered for a second time, SESP's implementation continued for another 16 hours and VPBOTP was implemented also for a total of 32 hours in the span of 8 weeks. Finally, the MVPT-3 was administered for the third time. VPBOTP was found to be statistically more effective than SESP in improving visual perception skills (p<0.05). VPBOTP offers a different, individualizable, and flexible approach for improving visual perception skills of children with DD and its usage can be widened to other populations.