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Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması

Year 2019, Volume: 2 Issue: 2, 146 - 173, 08.09.2019

Abstract



Giriş
& Amaç:
Çocukluk çağı dil bozukluklarında ayırıcı
tanı ve erken müdahale oldukça önem taşımaktadır. Dil terapilerinde çok çeşitli
yaklaşımlar kullanılmakta ve her ne kadar yaklaşımlar arasında farklı
sınıflamalar yapılıyor olsa da genel sınıflama klinisyen merkezli, çocuk
merkezli ya da hibrit yaklaşımlar şeklinde yapılmaktadır. Dil ve konuşma
terapistliği mesleğinin daha yeni olduğu Türkiye ile mesleğin daha eski bir
geçmişe sahip olduğu Amerika’da kullanılan değerlendirme ve müdahale yaklaşımları
ile birlikte mesleğin çalışma alanlarına yönelik yapılacak karşılaştırmanın hem
uygulama hem araştırma alanına katkılar sağlayacağı düşünülmektedir. Bu
gereksinimle bu çalışmada Türkiye ve Amerika’da yaşayan dil ve konuşma
terapistlerinin ‘Özgül Dil Bozukluğu (ÖDB)’ ve ‘Gecikmiş Dil ve Konuşma (GDK)’
vakalarının değerlendirme ve müdahale süreçlerinde kullandıkları yöntemlerin karşılaştırılması
amaçlanmaktadır. Yöntem: Çalışmada betimsel araştırma modeli kullanılmış
olup verilerin toplanması amacıyla araştırmacılar tarafından 8 soruluk Türkçe
ve İngilizce iki eşdeğer anket hazırlanmıştır. Çalışmada çeşitli kurumlarda
hizmet veren Türkiye’den 56; Amerika’dan 128 toplamda 184 dil ve konuşma
terapisti (DKT) katılımcı yer almıştır. Anketler katılımcılara çevrimiçi
yollarla ulaştırılmıştır. Verilerin analizi için SPSS-20 paket programı
kullanılmıştır.
Bulgular
ve Sonuç:
Çalışma
bulgularına göre
Türkiye ve Amerika’da GDK ve/veya ÖDB
şüphesiyle başvuran kişilerin yönlendirildiği uzmanların farklılık gösterdiği görülmüştür.
Amerika’da
değerlendirme için yönlendirmenin dil ve konuşma terapistinden farklı olarak
ağırlıklı olarak psikoloğa, takibinde ise özel eğitim uzmanına yapıldığı dikkat
çekmektedir. Türkiye’de ise öncelik çocuk psikiyatristine verilmektedir.
Türkiye
ve Amerika’daki DKT’lerin GDK ve/veya ÖDB’ye sahip bireyleri değerlendirirken
kullandıkları değerlendirme araçları karşılaştırıldığında iki grup arasında
istatistiksel olarak anlamlı bir fark bulunamamıştır.
Türkiye’de
ÖDB ve GDK müdahale süreçlerinde en çok kullanılan yaklaşımlar Fonolojik
Farkındalık Yaklaşımı (x̄=
2,78)
ve etkileşim temelli yaklaşımlardan
biri olan Floortime (x̄=
2,48) iken; Amerika’da Oyun Temelli Yaklaşım (Play Based Approach) (x̄=2,90) ve
Kolaylaştırıcı
Görsel Stratejiler (Visual Strategies
to Facilitate) (x̄=
2,81)
yaklaşımları olmaktadır. Her iki
ülke için de en az kullanılan yaklaşım ‘Yazma Laboratuvarı Yaklaşımı (The Writing Lab)’dır.

References

  • ASHA (American Speech- Language- HearingAssociation) (2019). Preschool Language Disorders. https://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/ 22.05.2019
  • ASHA (American Speech-Language-Hearing Association) (1993). Definitions of communicationdisordersandvariations. https://www.asha.org/policy/rp1993-00208/. 22.05.2019.
  • Bishop D.V, Snowling M.J, Thompson P.A, Greenhalgh T, CATALISE Consortium (2016) CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLoS ONE, 11(7).
  • Bishop, D. V. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15(5), 217-221.
  • Bishop, D. V., & Edmundson, A. (1987). Specific language impairment as a maturational lag: Evidence from longitudinal data on language and motor development. Developmental Medicine & Child Neurology, 29(4), 442-459.
  • Bishop, D.V.M. & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
  • Cable, A. L.,& Domsch, C. (2015). Systematic review of the literature on the treatment of children with late language emergence. International Journal Of Language & Communication Disorders, 1-17.
  • Carter, J. A.,Lees, J. A., Murira, G. M., Gona, J., Neville, B. G., & Newton, C. R. (2005). Issues in the development of cross‐cultural assessments of speech and language for children. International Journal of Language & Communication Disorders, 40(4), 385-401.
  • Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools.
  • Conti‐Ramsden, G. ,Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education. International Journal of Language & Communication Disorders, 44(1), 15-35.
  • Durkin, K., Simkin, Z., Knox, E., & Conti‐Ramsden, G. (2009). Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post‐compulsory progress. International Journal of Language &Communication Disorders, 44(1), 36-55.
  • Eisenberg, S. (2004). Structured Communicative Play Therapy for Targeting Language in Young Children. Communication Disorders Quarterly, 26(1), 29-35.Ervin, M. (2001). SLI: What We Know and Why It Matters. The ASHA Leader, 6(12), 4-31.
  • Ervin, M. (2001). SLI: What We Know and Why It Matters. The ASHA Leader, 6(12), 4-31.
  • Hawa V.V., Spanoudis G. (2014). Toddlers with delayed expressive language: an overview of the characteristics, risk factors and language outcomes. Res Dev Disabil.35(2):400-7.
  • Joginder Singh, S.,Iacono, T., &Gray, K. M. (2011). A comparison of Malaysian and Australian speech-language pathologists' practices with children with developmental disabilities who are presymbolic. International Journal Of Speech-Language Pathology, 13(5), 389-398.
  • McCauley, R. J.,& Fey, M. E. (Eds.) (2006). Treatment of Language Disorders in Children. Brookes Publishing. USA: Baltimore.
  • Mcleod, S.,& Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics & Phonetics, 28(7-8), 508-531.
  • Paul, R.,&Norbury, C. F. (2012). Language Disorders from Infancy through Adolescence. Elseiver Mosby. USA: Missouri.
  • Prelock, P. A.,Hutchins, T., &Glascoe, F. P. (2008). Speech-language impairment: how to identify the most common and least diagnosed disability of childhood. The Medscape Journal of Medicine, 10(6), 136.
  • Tervo, R.C.,&Kinney, C.A. (1981). The Child with Delayed Language: Assessment and Management. Can Fam Physician, 27, 1405-1412.
  • Thal, D.J.,&Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. J Speech Hear Res, 35(6), 1281-9.
  • Tomblin, J. B.,Records, N. L., Buckwalter, P., Zhang, X., Smith, E., &O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal Of Speech, Language, and Hearing Research, 40(6), 1245-1260.
  • Topbaş, S. (Ed.) (2015). Dil ve Kavram Gelişimi. Ankara: Kök Yayıncılık.

Assessment and Intervention in Childhood Language Disorders: A Comparison of Practices in Turkey and the USA

Year 2019, Volume: 2 Issue: 2, 146 - 173, 08.09.2019

Abstract



Introduction: Differential
diagnosis and early intervention are quite important in childhood language
disorders. A wide variety of approaches can be used in language therapies and
these approaches are divided into such classes as clinician-centered,
child-centered or hybrid approaches. It is thought that the comparison about
the assessment and treatment techniques for delayed language and Specific
Language Impairment between the USA and Turkey where speech and language
therapy field does not have an old history may contribute to both practice and
research. For that reason, it was aimed to compare the methods and approaches
of assessment and treatment in cases of delayed language and specific language
impairment between speech and language therapists who live in the USA and
Turkey in this study.
Method:
The descriptive research model was used in this study and two equivalent
questionnaires of eight questions related to assessment and treatment procedures
in Turkish and English were prepared by the researchers in order to collect the
data. 56 participants from Turkey and 128 participants from the USA, 184
participants in total, participated to the study. The corresponding author prepared
the English version of the survey. The questionnaires were delivered to the
participants online.  SPSS-20 package
program was used for the data analysis.
Results
& Conclusion:
According to the
findings, speech and language therapists work mostly at the rehabilitation centers
in Turkey (32,14 %) while the speech and language therapists work mostly in
schools (57 %) in the USA. It was found that there is no speech and language
therapist who works in schools in Turkey, as there is no available position for
speech and language therapists at schools in Turkey. The findings show that
there are differences between the USA and Turkey about referenced experts/
professionals in cases of delayed language and specific language impairment
referrals. It is noteworthy that in the USA reference for evaluation is mainly
directed to psychologist and as a second professional to special education
experts apart from speech and language therapist. Although referenced experts
show variety in Turkey, reference is done most commonly to child psychiatrists.
When the assessment tools for delayed language and Specific Language Impairment
between the USA and Turkey were compared, there were no statistically
significant differences between the two groups. Both groups prefer informal observation
during assessment process. Survey
findings also indicate that the most commonly used approaches for Specific
Language Impairment and language delay were Phonological Awareness Approach
(x̄=
2,78) and Floortime, which
is one of Relationship Based Approaches (x̄=
2,48) in Turkey while the
Play Based Approach (x̄=2,90)
and
Visual Strategies to
Facilitate Approach were the most preferred ones in
the USA. (x̄=
2, 81). The least used approach for both
countries was the Writing Lab Approach. In the intervention sessions of delayed
language and Specific Language Impairment, the speech and language therapists
in Turkey chose toys as materials (55, 3 %) while the ones in the USA mostly preferred
books (36, 2 %) besides other variable options such as flashcards, games,
pictures, videos, Ipad and core boards. 

References

  • ASHA (American Speech- Language- HearingAssociation) (2019). Preschool Language Disorders. https://www.asha.org/public/speech/disorders/Preschool-Language-Disorders/ 22.05.2019
  • ASHA (American Speech-Language-Hearing Association) (1993). Definitions of communicationdisordersandvariations. https://www.asha.org/policy/rp1993-00208/. 22.05.2019.
  • Bishop D.V, Snowling M.J, Thompson P.A, Greenhalgh T, CATALISE Consortium (2016) CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. PLoS ONE, 11(7).
  • Bishop, D. V. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15(5), 217-221.
  • Bishop, D. V., & Edmundson, A. (1987). Specific language impairment as a maturational lag: Evidence from longitudinal data on language and motor development. Developmental Medicine & Child Neurology, 29(4), 442-459.
  • Bishop, D.V.M. & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.
  • Cable, A. L.,& Domsch, C. (2015). Systematic review of the literature on the treatment of children with late language emergence. International Journal Of Language & Communication Disorders, 1-17.
  • Carter, J. A.,Lees, J. A., Murira, G. M., Gona, J., Neville, B. G., & Newton, C. R. (2005). Issues in the development of cross‐cultural assessments of speech and language for children. International Journal of Language & Communication Disorders, 40(4), 385-401.
  • Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools.
  • Conti‐Ramsden, G. ,Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes. I: Identifying and explaining variability at the end of compulsory education. International Journal of Language & Communication Disorders, 44(1), 15-35.
  • Durkin, K., Simkin, Z., Knox, E., & Conti‐Ramsden, G. (2009). Specific language impairment and school outcomes. II: Educational context, student satisfaction, and post‐compulsory progress. International Journal of Language &Communication Disorders, 44(1), 36-55.
  • Eisenberg, S. (2004). Structured Communicative Play Therapy for Targeting Language in Young Children. Communication Disorders Quarterly, 26(1), 29-35.Ervin, M. (2001). SLI: What We Know and Why It Matters. The ASHA Leader, 6(12), 4-31.
  • Ervin, M. (2001). SLI: What We Know and Why It Matters. The ASHA Leader, 6(12), 4-31.
  • Hawa V.V., Spanoudis G. (2014). Toddlers with delayed expressive language: an overview of the characteristics, risk factors and language outcomes. Res Dev Disabil.35(2):400-7.
  • Joginder Singh, S.,Iacono, T., &Gray, K. M. (2011). A comparison of Malaysian and Australian speech-language pathologists' practices with children with developmental disabilities who are presymbolic. International Journal Of Speech-Language Pathology, 13(5), 389-398.
  • McCauley, R. J.,& Fey, M. E. (Eds.) (2006). Treatment of Language Disorders in Children. Brookes Publishing. USA: Baltimore.
  • Mcleod, S.,& Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics & Phonetics, 28(7-8), 508-531.
  • Paul, R.,&Norbury, C. F. (2012). Language Disorders from Infancy through Adolescence. Elseiver Mosby. USA: Missouri.
  • Prelock, P. A.,Hutchins, T., &Glascoe, F. P. (2008). Speech-language impairment: how to identify the most common and least diagnosed disability of childhood. The Medscape Journal of Medicine, 10(6), 136.
  • Tervo, R.C.,&Kinney, C.A. (1981). The Child with Delayed Language: Assessment and Management. Can Fam Physician, 27, 1405-1412.
  • Thal, D.J.,&Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. J Speech Hear Res, 35(6), 1281-9.
  • Tomblin, J. B.,Records, N. L., Buckwalter, P., Zhang, X., Smith, E., &O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal Of Speech, Language, and Hearing Research, 40(6), 1245-1260.
  • Topbaş, S. (Ed.) (2015). Dil ve Kavram Gelişimi. Ankara: Kök Yayıncılık.
There are 23 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Research Article
Authors

Özlem Oğuz

İrem Özkaraalp

Ahsen Erim

Rumeysa İnan This is me

Şeyda Nur Başaran This is me

Publication Date September 8, 2019
Published in Issue Year 2019 Volume: 2 Issue: 2

Cite

APA Oğuz, Ö., Özkaraalp, İ., Erim, A., İnan, R., et al. (2019). Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması. Dil Konuşma Ve Yutma Araştırmaları Dergisi, 2(2), 146-173.
AMA Oğuz Ö, Özkaraalp İ, Erim A, İnan R, Başaran ŞN. Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması. DKYAD. September 2019;2(2):146-173.
Chicago Oğuz, Özlem, İrem Özkaraalp, Ahsen Erim, Rumeysa İnan, and Şeyda Nur Başaran. “Çocukluk Çağı Dil Bozuklukları Değerlendirme Ve Müdahalesinde Türkiye Ve Amerika’nın Karşılaştırılması”. Dil Konuşma Ve Yutma Araştırmaları Dergisi 2, no. 2 (September 2019): 146-73.
EndNote Oğuz Ö, Özkaraalp İ, Erim A, İnan R, Başaran ŞN (September 1, 2019) Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması. Dil Konuşma ve Yutma Araştırmaları Dergisi 2 2 146–173.
IEEE Ö. Oğuz, İ. Özkaraalp, A. Erim, R. İnan, and Ş. N. Başaran, “Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması”, DKYAD, vol. 2, no. 2, pp. 146–173, 2019.
ISNAD Oğuz, Özlem et al. “Çocukluk Çağı Dil Bozuklukları Değerlendirme Ve Müdahalesinde Türkiye Ve Amerika’nın Karşılaştırılması”. Dil Konuşma ve Yutma Araştırmaları Dergisi 2/2 (September 2019), 146-173.
JAMA Oğuz Ö, Özkaraalp İ, Erim A, İnan R, Başaran ŞN. Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması. DKYAD. 2019;2:146–173.
MLA Oğuz, Özlem et al. “Çocukluk Çağı Dil Bozuklukları Değerlendirme Ve Müdahalesinde Türkiye Ve Amerika’nın Karşılaştırılması”. Dil Konuşma Ve Yutma Araştırmaları Dergisi, vol. 2, no. 2, 2019, pp. 146-73.
Vancouver Oğuz Ö, Özkaraalp İ, Erim A, İnan R, Başaran ŞN. Çocukluk Çağı Dil Bozuklukları Değerlendirme ve Müdahalesinde Türkiye ve Amerika’nın Karşılaştırılması. DKYAD. 2019;2(2):146-73.