PubMed İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/397
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Article The Effect of Video Modeling on Gymnastics-Based Motor Skills in Children with Autism Spectrum Disorder(MDPI, 2026) Bozdag, Berkan; Sonmez, Huseyin Gazi; Turan, Ebru; Aldhahi, Monira I.; Kilinc, Omer; Ergin, Murat; Kocak, Calik VeliBackground and Objectives: While the effectiveness of video modeling (VM) in teaching academic, daily living, and social skills to individuals with Autism Spectrum Disorder (ASD) is frequently investigated, studies examining the use of VM in teaching gymnastics-based motor skills are limited. This study aimed to examine the effects of VM on the acquisition and maintenance of a gymnastics-based motor skills in preschool children with ASD. Methods: The study employed a multiple-probe method across participants in a single-subject research design. Three preschool children diagnosed with mild ASD participated in this study. Baseline, intervention, and follow-up data were systematically collected and analyzed. Social validity data were obtained through semi-structured interviews with parents and special education teachers. Results: The percentage of correct responses increased throughout the VM intervention sessions, and all participants reached the proficiency criterion. Follow-up data collected after the intervention showed that the acquired skill was maintained, and the percentages of correct responses ranged from 80% to 100%. Social validity findings revealed that both teachers and parents perceived VM as an effective and feasible teaching approach for teaching motor skills to children with ASD. Conclusions: The research findings demonstrate that VM is an effective and socially valid teaching method for teaching and maintaining gymnastics-based motor skills in preschool children with ASD. These results contribute to the existing literature by demonstrating the applicability of video modeling in the context of gymnastics-based training.Article Follow-up of Health-Related Physical Fitness Elements in Mild Intellectual Disability for Three Years: A Sex Comparison(PeerJ Inc., 2026-03-04) Bozdağ, Berkan; Sönmez, Hüseyin Gazi; Prieto-González, Pablo; Karahan, Mustafa; Canli, Umut; Ergin, Murat; Koçak, Çalık VeliChildren with mild intellectual disability (MID) have significant limitations in both intellectual functioning and cognitive, social, and motor skill behaviors. Understanding the development of physical fitness in boys and girls with MID, and identifying sex-related differences can help devise interventional programs to improve physical fitness in these groups. The aim of this study was to compare sex differences in the time-dependent changes in health-related physical fitness components in individuals with MID. A longitudinal design was employed over three years. A total of 111 individuals with MID (46 girls and 65 boys) aged between 10 and 14 years (mean age 11.97 +/- 1.39 years) participated in the study. The physical fitness levels of the participants were assessed using the Brockport Physical Fitness Test (BPFT) battery. The tests included body composition (body height, body mass, and body mass index), aerobic endurance (15 m Progressive Aerobic Cardiovascular Endurance Run (PACER) test), and musculoskeletal function (dominant handgrip strength, back-saver sit-and-reach, and trunk lift). The results revealed that, over time, the longitudinal developmental trajectories for body mass, body height, aerobic endurance, and dominant handgrip strength were more favorable for boys. However, the longitudinal development curves for body mass index (BMI), trunk lift, and flexibility were similar for both boys and girls. The findings of this study provide valuable evidence for developing targeted physical activity programs for individuals with MID, and demonstrate the need for programs aimed at increasing aerobic endurance and muscle strength in girls with MID.