Disleksili Çocuklarda Bilişsel Terapinin Yürütücü İşlevler ve Aktivite Rutinlerine Etkisi
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The aim of this study was to investigate the effects of cognitive therapy on executive function and occupational routines in children with dyslexia. Children with dyslexia were randomly selected from the 162 clients who applied to the clinic. 64 children (between 7-12 ages) with dyslexia were recruited. Children were divided randomly into a treatment group (n = 33) and a control group (n = 31). In order to evaluate the cognition of the children Test of Visual Perceptual Skills-3 and Dynamic Occupational Therapy Cognitive Assessment to evaluate executive functions the Delis Rating Executive Functions and Behavior Rating İnventory Of Executive Function and to evaluate occupational routine The Executive Functions And Occupational Routines Scale were used. As a result of the evaluation, the intervention group was given cognitive therapy for 10 weeks, 3 days a week for one hour sessions while no therapy was given to the control group. The second evaluations were repeated at the end of the therapy sessions for therapy group and at the end of the 10th week for control group and at the end of the 3rd month 3rd evaluations done for both groups. Our results showed that cognitive therapy applied to children with dyslexia significantly affected executive functions and activity routines in the positive direction (p<0.05). As a result, cognitive therapy was found to be an effective therapy that improved executive functioning and occupational routines of children with dyslexia. For this reason, it is important to include cognitive therapy, which increases executive functions and activity routines, into the treatment program for children with dyslexia.