Erken ve Çok Erken Doğan Çocukların Duyusal Profilleri ile Sosyal Becerilerinin İncelenmesi

Abstract

This study aimed to examine the sensory profiles and social skills of children born prematurely and very prematurely. A total of 110 prematurely born (n=55) and very prematurely born (n=55) children who applied to Hacettepe University Occupational Therapy Department were included in the study. Children's sensory profiles were evaluated with the Dunn Sensory Profile, their social skills were evaluated with the Preschool Social Skills Assessment Scale (OSBED), and the difference between the two groups was examined. As a result, in Sensory Profile data; A statistically significant difference was found between the two groups in auditory, visual, vestibular, tactile and multisensory processing (p<0.05). In the OSBED data, a statistically significant difference was found between the two groups in terms of initial skills (p<0.05). According to the sensory profile of prematurely born children; They need more support from their peers in the field of regulation of movement and body position, behavioral consequences of sensory processing, and research. According to the sensory profile of children born very prematurely; They need more support from their peers in the areas of auditory, vestibular, touch, oral sensory processing, sensory processing related to endurance and tone, regulations related to movement and body position, regulation of sensory inputs that affect sensory responses, behavioral consequences of sensory processing, recording, research and sensitivity. According to OSBED data in children born prematurely and very prematurely; It was found that they scored lower than their peers in starting skills, academic support skills, friendship skills, and emotion management skills. It has been found that children born very prematurely need more support in sensory processing and social skills compared to children born prematurely. Research and interventions in this field should be encouraged using multidisciplinary approaches to develop children's sensory and social skills.

This study aimed to examine the sensory profiles and social skills of children born prematurely and very prematurely. A total of 110 prematurely born (n=55) and very prematurely born (n=55) children who applied to Hacettepe University Occupational Therapy Department were included in the study. Children's sensory profiles were evaluated with the Dunn Sensory Profile, their social skills were evaluated with the Preschool Social Skills Assessment Scale (OSBED), and the difference between the two groups was examined. As a result, in Sensory Profile data; A statistically significant difference was found between the two groups in auditory, visual, vestibular, tactile and multisensory processing (p<0.05). In the OSBED data, a statistically significant difference was found between the two groups in terms of initial skills (p<0.05). According to the sensory profile of prematurely born children; They need more support from their peers in the field of regulation of movement and body position, behavioral consequences of sensory processing, and research. According to the sensory profile of children born very prematurely; They need more support from their peers in the areas of auditory, vestibular, touch, oral sensory processing, sensory processing related to endurance and tone, regulations related to movement and body position, regulation of sensory inputs that affect sensory responses, behavioral consequences of sensory processing, recording, research and sensitivity. According to OSBED data in children born prematurely and very prematurely; It was found that they scored lower than their peers in starting skills, academic support skills, friendship skills, and emotion management skills. It has been found that children born very prematurely need more support in sensory processing and social skills compared to children born prematurely. Research and interventions in this field should be encouraged using multidisciplinary approaches to develop children's sensory and social skills.