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Intervencijski program za celostno obravnavo deklice z dispraksijo
Miklavčič, Špela (Author), Tancig, Simona (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3835/ This link opens in a new window

Abstract
Otroci z razvojno koordinacijsko motnjo so zelo heterogena skupina otrok, ki najpogosteje dosegajo slabše rezultate na področju gibanja. Težave jim povzročajo posamezne gibalne dejavnosti, zato pogosto časovno zaostajajo za vrstniki, kvaliteta njihove izvedbe pa je slabša. Pri dispraksiji se kažejo težave z organizacijo gibanja, lahko pa so prisotni tudi primanjkljaji v zaznavanju ter kognitivnem in jezikovnem delovanju. V magistrski nalogi smo raziskovali, kako pri deklici z dispraksijo razvijati kompleksne gibalne vzorce ter socialno-čustveno področje. Kvalitativna raziskava je bila izvedena kot singularna intervencijska študija primera. Metoda raziskovanja je bila deskriptivna. V teoretičnem delu smo predstavili značilnosti otrok z dispraksijo, kako jih prepoznavamo ter na kakšen način jim nudimo pomoč. V empiričnem delu smo preverili dekličine psihomotorične spretnosti in njeno socialno-čustveno področje z uporabo različnih presejalnih testov, ABC testa gibanja, Acadie testa, SNAP testa, Lestvico samopodobe, sociometrične tehnike ter analizo dokumentov. Na podlagi rezultatov, ki smo jih pridobili, smo glede na njena močna in šibka področja pripravili intervencijski program na psihomotoričnem in na socialno-čustvenem področju. S programom smo skušali zmanjšati težave na področju učenja, načrtovanja in izvedbe gibov ter spodbujati razvoj pozitivne samopodobe in socialnih spretnosti. V času izvajanja programa smo spremljali deklico, beležili dejstva in izpolnjevali opazovalno shemo. Podatke smo pridobivali s pomočjo triangulacije metod (testi, opazovalna shema, intervju) in virov (deklica, starši, učitelji, raziskovalka). S tem smo skušali dobiti večjo zanesljivost. Raziskava je potekala šest mesecev s takrat osem-in-pol-letno deklico. Končno stanje na gibalnem in socialno-čustvenem področju smo preverili z enakim instrumentarijem kot na začetku. Pri obdelavi podatkov je bila poudarjena kvalitativna vsebinska analiza, uporabili smo odprti način kodiranja. V zaključku smo nakazali smernice za nadaljnje oblike pomoči pri razvijanju psihomotoričnih in socialno-čustvenih spretnosti pri deklici. Po izvedeni raziskavi smo ugotovili pozitiven učinek na dekličine psihomotorične spretnosti ter njeno socialno-čustveno področje. Na področju gibanja se je izboljšala skupna ocena razvojno koordinacijske motnje (deklica je prešla iz težje motnje v mejno). Na socialno-čustvenem področju se je pokazal napredek v boljši priljubljenosti in socialni vključenosti deklice. Pokazalo pa se je slabše zadovoljstvo s samo seboj oz. slabša samopodoba. Na podlagi izvedene raziskave ugotavljamo, da je intervencijski program za celostno obravnavo deklice z dispraksijo učinkovit in ga je smiselno uporabiti za vse otroke z dispraksijo oz. večjimi odstopanji na psihomotoričnem področju. Pri otrocih s težavami pri gibanju je najprej treba narediti oceno začetnega stanja, nato pa pripraviti načrt pomoči. Program je treba začeti izvajati čim bolj zgodaj, ko se otroci še učijo osnovnih gibalnih vzorcev. S tem ne doživljajo toliko neuspehov, dobijo večje zaupanje v svoje psihomotorične sposobnosti ter imajo boljšo samopodobo.

Language:Slovenian
Keywords:Dispraksija
Work type:Master's thesis (m2)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
COBISS.SI-ID:11198537 This link opens in a new window
Views:368
Downloads:119
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Secondary language

Language:English
Title:Intervention program for the comprehensive treatment of a girl with dyspraxia
Abstract:
Children with developed coordination disorder are a very heterogeneous group of children, who most likely have worse results in terms of movement. They have difficulties at individual activities so they often lag behind their peers, and the quality of their performance is deteriorating. In dyspraxia some difficulties can be seen with the organization of the movement and also some deficits may be present in perception and cognitive and linguistic performance. In this master thesis we investigated how the girl with dyspraxia developed complex patterns of physical and socio-emotional area. Qualitative research was conducted as a singular intervention case study. The method of research was descriptive. The theoretical part presents the characteristics of children with dyspraxia, how to recognize them and how to offer them assistance. In the empirical part we checked girl's psychomotor skills and her social-emotional area with the use of different screening tests, ABC movement test, Acadia test, SNAP test, chart of self-image, sociometric technique and the analysis of documents. Based on the results that we have obtained for the girl we prepared, according to her strengths and weaknesses, an intervention program for psychomotor and social-emotional arias. With the program we tried to reduce the problems in the field of learning, planning, performance of movements and encourage the development of positive self-esteem and social skills. During the program, we accompanied the girl, recorded facts and kept log in monitoring scheme. The information was gathered with help of triangulation methods (tests, observation scheme, and interview) and resources (the girl, parents, teachers, and the researcher). With this method we tried to get higher reliability. The study took place for over six months and the girl's age at the time of study was nine and a half years. We compared the final results on movement and social-emotional area with the same instrumentals as in the beginning. When processing data, the emphasis was on qualitative content analysis and we used open coding way. In conclusion, we indicated the guidelines for further assistance for a girl in the development of psycho-motor and socio-emotional skills. After the study, we found a positive effect for a girl on her psychomotor skills, and her social-emotional area. Her overall estimate of damage for a girl has improved (a girl went from heavier defectiveness of coordination to limited defectiveness). Progress was showed on social-emotional field in better popularity and social engagement of a girl. But worse satisfaction with herself or poorer self-esteem was shown. Based on the research carried out, we found out that the intervention program for the integrated treatment of a girl with dyspraxia is effective and it is reasonable to use it for all children with dyspraxia or some increasing deviation of psychomotor area. For the children with walking difficulties it is necessary to make an assessment of the initial situation first, and then develop a plan of assistance. The program is required to be implemented as early as possible when children are learning basic movement patterns. They do not experience so many failures with this, they get greater confidence in their psychomotor abilities and they have better self - esteem.

Keywords:Dyspraxia

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