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, cilt.15, sa.3, ss.274-287, 2022 (ESCI) identifier identifier

  • 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.