Comparing the Effects of Two Education-Based Intervention Programs on Visual Perception Processes of Children with Developmental Dyslexia
JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION, cilt.15, sa.3, ss.274-287, 2022 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 3
- Basım Tarihi: 2022
- Doi Numarası: 10.1080/19411243.2021.1959485
- Dergi Adı: JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION
- Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.274-287
- Anahtar Kelimeler: Occupational Therapy, Special Education, Visual Perception, Developmental Dyslexia, READING DISABILITIES, BRAIN ACTIVATION, PROFILE
- Hacettepe Üniversitesi Adresli: Evet
Özet
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.