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    An Analysis of the Gross Motor Skills of Children Aged 3-6 Years With Autism Spectrum Disorder in Comparison with Their Typically Developing Peers
    (Sagamore Publishing Llc, 2023) Ozcan, Gulsum Hatipoglu; Ozer, Dilara; Pinar, Salih
    The aim of this study is to examine the motor skill levels of children aged 3-6 years with Autism spectrum dis-order (ASD) in comparison with their typically devel-oping (TD) peers and to reveal their needs for motor support programs. The research group consisted of 88 participants aged 3-6 years, including 43 children (40 boys and 3 girls) diagnosed with ASD attending spe-cial education and rehabilitation institutions, and 45 TD children (23 boys and 22 girls) receiving pre-school education in a private institution (ASD=57.4 months, +/- 9.32 - TD=59.06 months, +/- 8.61). The Peabody Devel-opmental Motor Scale-2 (PDMS-2) and the Turkish Ver-sion of the Gilliam Autism Rating Scale-2 (GARS-2-TV) were used as data-collection tools in the study. The Mann-Whitney U test was used for the two-group com-parisons of the parameters that did not exhibit normal distribution in the analysis of the data. The Spearman correlation analysis was applied to determine the relationship between the variables. The significance was evaluated at the p<0.05 level. As a result of the research, the balance, locomotor and manipula-tive skills and total gross motor scores of the children with ASD were found to be lower than those of the TD children (p<0.05). In addition, it was observed that there was a significant correlation between GARS-2 -TV scores and PDMS-2 scores of the children with ASD (p<0.05).
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    Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder
    (Springer/Plenum Publishers, 2025) Ozcan, Gulsum Hatipoglu; Ozer, Dilara Fatos; Pinar, Salih
    The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills.
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    Effects of physical activity program on psychomotor and psycho-social characteristics of autistic children
    (Nature Portfolio, 2026) Ayaz, Ebru; Ozcan, Gulsum Hatipoglu; Sahin, Mustafa; Ozer, Dilara
    The aim of this study was to examine the effect of Physical Activity Program (PAP) on psychomotor and psychosocial characteristics of autistic children. In this study, a mixed-methods sequential exploratory design consisting of two stages, quantitative and qualitative, was used. The research group consisted of a total of 40 participants (girls n = 20, boys n = 20), aged between 8 and 12 years, with 20 in the control group (CG) and 20 in the experimental group (EG). EG participated in the PAP for 60 min a day, 3 days a week for 10 weeks. Gilliam Autistic Disorder Rating Scale-2 (GARS-2), Bruininks-Oseretsky motor competence test-2 short form (BOT-2 SF), Eurofit Test Battery, Pediatric Quality of Life Form and Social Skills Rating System Parent Form were used in the study. Mann Whitney U test was used for two-group comparisons of parameters that did not show normal distribution, and Wilcoxon signed-rank test was used to examine the changes between pretest and posttest measurements. Significance was evaluated at p < 0.05 level. The thematic analysis method was used for the focus group interview, one of the qualitative research methods.After PAP, a statistically significant difference was found in favor of EG in all subtests of GARS-2 and in total standard scores (p < 0.05). The increase in all subtests and total scores of the BOT-2 was higher in favor of the EG (p < 0.05), and an increase in performance in all subtests of the Eurofit test battery was detected (p < 0.05). The positive effects of PAP on social skills and quality of life were supported by qualitative findings, but quantitative findings did not reveal a significant change (p > 0.05). Effect size analyses showed that the program produced moderate effects on autistic symptoms (r = 0.3-0.5), very large effects on motor skills (r = 0.8-1.5), and large effects on physical fitness variables (r = 0.6-0.9). 10 weeks of PAP applied to autistic children seems to be sufficient to provide positive effects on motor skills, physical fitness and autistic disorder index, but longer programs are needed for more striking effects on quality of life and social skills.
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    Investigation of Self-Esteem and Motor Competence of Middle School Students with Specific Learning Disabilities
    (Sagamore Publishing Llc, 2025) Cakir, Beyza Oktay; Ozcan, Gulsum Hatipoglu; Ozer, Dilara
    The aim of this study was to examine the self-esteem and motor competence of middle school students with specific learning disabilities (SLD) in comparison with their typically developing peers (TD). A total of 181 participants aged between 10-14 years with SLD (n=90) and typically developing (n=91) were included in the study. The Piers Harris self-esteem scale was used to assess self-esteem and BOT-2 motor competence test was used to measure motor skills. Data analysis was performed using IBM SPSS Statistics 22 (SPSS Inc., Chicago, IL). Independent Samples t-test and One-Way ANOVA was used to compare the between-group means of more than two groups. Pearson Correlation analysis was used to examine the relationship between variables. Dunn's multiple comparison test with Bonferroni correction was used to explain the differences between the groups. Significance value was evaluated as p < 0.05. Results indicated gross motor skills and self-esteem scores of children with SLD were lower than those of TD children (p < 0.05). In addition, a statistically moderate relationship was found between participants' motor competencies and self-esteem levels. The results of this study provide initial evidence of the association between children's self-esteem and motor competence.