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Article

Investigation of Effects of Multi- Sensory Education for Development of Activity Participation, Hand Function and Braille Reading Speed in Visually Impaired Individuals

Title and abstract are a translation · original language: Turkish

Journal of Occupational Therapy and Rehabilitation, Volume 1, Issue 2 (2013) pp. 132–133

  • 2013
  • Turkish
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Abstract

Purpose: To investigate the effect of multi-sensory education on developing hand function, level of participation status and speed of Braille reading in visually impaired individuals. Material and Methods: Twelve people who had the mean age of 20 participated in the study. To assess hand function the Abilhand Manual Ability Measure was used and to determine Braille reading speed, the number of words read in 1 minute was taken into account. To signify the level of participation in selected activities during a conversation, Canada Activity Performance Measurement was applied (COPM). After the first evaluation, multi-sensory education was given for 10 months, 2 days a week for 40 minutes. Manuel Activities of providing proprioceptive, deep pressure and multi-sensory input, and also accelerant awareness kinaesthetic were preferred in training. Results: After 10 months therapy, pre-therapy evaluations were repeated. At the beginning of the therapy COPM score was 3.7 and at the end of the therapy it was 5.4. Before the therapy, the Abilhand Manual Ability Score was 25 and at the end of the therapy it was 36. At the beginning of the therapy mean of the number of words read in 1 minute was 10, at the end of the training it increased to 16. Conclusion: Sensory education contributed to hand skills, activity participation and speed of Braille reading in visually impaired individuals. To promote activity participation of visually impaired individuals, rehabilitation program should include sensory therapy and further studies should be conducted on larger sampling.

Abstract (Turkish)

Görme Engelli Bireylerde Aktivite Katılımı, El Fonksiyonu ve Braille Okuma Hızını Geliştirmeye Yönelik Çoklu Duyu Eğitiminin Etkisinin İncelenmesi

Amaç: Görme engelli bireylerde duyu eğitiminin el fonksiyonu, aktivite katılım düzeyi ve Braille alfabesi okuma hızına etkisini incelemektir. Gereç ve yöntem: Çalışmaya yaş ortalaması 20 olan on iki kişi alınmıştır. Çalışmaya katılan bireylere el fonksiyonunu değerlendirmek için Abilhand Elle İlgili Yetenek Ölçeği(AEYÖ) uygulanırken Braille alfabesi okuma hızını belirlemek için 1dakika sürede okunan kelime sayısı dikkate alınmıştır. Görüşme sırasında ortak olarak seçilen aktivitelere katılım düzeyini belirmek için Kanada Aktivite Performans Ölçümü(COPM) uygulanmıştır. Yapılan ön değerlendirmeden sonra tedavi programı haftada iki kez 40 dakika olacak şekilde ve 10 hafta boyunca uygulanmıştır. Eğitimde proprioseptif, derin basınç ve çoklu duyu girdisi sağlayan ve aynı zamanda kinestetik farkındalığı artırmaya yönelik el aktiviteleri tercih edilmiştir. Sonuçlar: 10 haftalık tedavi programı sonucunda tedavi öncesi değerlendirmeler tekrarlanmıştır. COPM puan ortalamaları tedavi öncesinde 3.7 iken tedavi sonrası 5.4’e yükselirken; Abilhand Ölçeği puan ortalaması tedavi öncesinde 25 iken tedavi sonrası 36 puana yükseldiği gözlemlenmiştir. Bir dakikada okunan ortalama kelime sayısı tedavi öncesinde 10 iken sonrasında 16 ‘ya çıkmıştır.Tartışma: Duyu eğitimi, görme engelli bireylerin el becerileri, aktivitelere katılımları ve Braille alfabesi okuma hızlarına olumlu katkı sağlamıştır. Görme engelli bireylerde aktivite katılım düzeyini artırmak için rehabilitasyon programlarına duyu eğitiminin de eklenmesi ve bu konuda daha fazla olgu ile çalışmalar yapılması gerektiği düşünülmektedir

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Cite this publication

APA 7

Ekici, G. (2013). Investigation of Effects of Multi- Sensory Education for Development of Activity Participation, Hand Function and Braille Reading Speed in Visually Impaired Individuals. Journal of Occupational Therapy and Rehabilitation, 1(2), 132–133. https://hacettepe.hbtech.com.tr/en/publication/gorme-engelli-bireylerde-aktivite-katilimi-el-fonksiyonu-ve-braille-okuma-hizini-gelistirmeye-yonelik-coklu-duyu

BibTeX

@article{ekici2013investigation,
  author = {Ekici, Gamze},
  title = {{Investigation of Effects of Multi- Sensory Education for Development of Activity Participation, Hand Function and Braille Reading Speed in Visually Impaired Individuals}},
  journal = {Journal of Occupational Therapy and Rehabilitation},
  volume = {1},
  number = {2},
  pages = {132--133},
  publisher = {Hacettepe {\"U}niversitesi},
  year = {2013},
  month = {9},
  issn = {2147-8945},
  url = {https://hacettepe.hbtech.com.tr/en/publication/gorme-engelli-bireylerde-aktivite-katilimi-el-fonksiyonu-ve-braille-okuma-hizini-gelistirmeye-yonelik-coklu-duyu},
  language = {tr},
  keywords = {Health Care Administration},
  abstract = {Purpose: To investigate the effect of multi-sensory education on developing hand function, level of participation status and speed of Braille reading in visually impaired individuals. Material and Methods: Twelve people who had the mean age of 20 participated in the study. To assess hand function the Abilhand Manual Ability Measure was used and to determine Braille reading speed, the number of words read in 1 minute was taken into account. To signify the level of participation in selected activities during a conversation, Canada Activity Performance Measurement was applied (COPM). After the first evaluation, multi-sensory education was given for 10 months, 2 days a week for 40 minutes. Manuel Activities of providing proprioceptive, deep pressure and multi-sensory input, and also accelerant awareness kinaesthetic were preferred in training. Results: After 10 months therapy, pre-therapy evaluations were repeated. At the beginning of the therapy COPM score was 3.7 and at the end of the therapy it was 5.4. Before the therapy, the Abilhand Manual Ability Score was 25 and at the end of the therapy it was 36. At the beginning of the therapy mean of the number of words read in 1 minute was 10, at the end of the training it increased to 16. Conclusion: Sensory education contributed to hand skills, activity participation and speed of Braille reading in visually impaired individuals. To promote activity participation of visually impaired individuals, rehabilitation program should include sensory therapy and further studies should be conducted on larger sampling.}
}
.bib

RIS

TY  - JOUR
AU  - Ekici, Gamze
TI  - Investigation of Effects of Multi- Sensory Education for Development of Activity Participation, Hand Function and Braille Reading Speed in Visually Impaired Individuals
T2  - Journal of Occupational Therapy and Rehabilitation
VL  - 1
IS  - 2
PY  - 2013
DA  - 2013/09/01/
SP  - 132
EP  - 133
PB  - Hacettepe Üniversitesi
SN  - 2147-8945
UR  - https://hacettepe.hbtech.com.tr/en/publication/gorme-engelli-bireylerde-aktivite-katilimi-el-fonksiyonu-ve-braille-okuma-hizini-gelistirmeye-yonelik-coklu-duyu
AB  - Purpose: To investigate the effect of multi-sensory education on developing hand function, level of participation status and speed of Braille reading in visually impaired individuals. Material and Methods: Twelve people who had the mean age of 20 participated in the study. To assess hand function the Abilhand Manual Ability Measure was used and to determine Braille reading speed, the number of words read in 1 minute was taken into account. To signify the level of participation in selected activities during a conversation, Canada Activity Performance Measurement was applied (COPM). After the first evaluation, multi-sensory education was given for 10 months, 2 days a week for 40 minutes. Manuel Activities of providing proprioceptive, deep pressure and multi-sensory input, and also accelerant awareness kinaesthetic were preferred in training. Results: After 10 months therapy, pre-therapy evaluations were repeated. At the beginning of the therapy COPM score was 3.7 and at the end of the therapy it was 5.4. Before the therapy, the Abilhand Manual Ability Score was 25 and at the end of the therapy it was 36. At the beginning of the therapy mean of the number of words read in 1 minute was 10, at the end of the training it increased to 16. Conclusion: Sensory education contributed to hand skills, activity participation and speed of Braille reading in visually impaired individuals. To promote activity participation of visually impaired individuals, rehabilitation program should include sensory therapy and further studies should be conducted on larger sampling.
KW  - Health Care Administration
LA  - tr
ER  -
.ris