Table 1 - uploaded by Ezgi Ertuzun
Content may be subject to copyright.
Sample size calculations for the hypothesis.
Context in source publication
Context 1
... an examination of the PFL standard deviations in previous studies, the standard deviation point was taken to estimate for keeping the larger sample size ( Hoge et al., 1999;Lapa, 2013;Agyar, 2014). Therefore, it was determined that each group should have at least 16 subjects with a 95 % confidence interval for PFL scores as seen in Table 1. As 71 adolescents with mild intellectual disabilities participated in this study, the results may be generalised to the population. ...
Similar publications
The study assessed a new smartphone-based program to enable five adults with moderate intellectual disabilities and visual or visual-motor impairments to independently access leisure events, communication with distant partners, and functional activities. The program was evaluated through a non-concurrent multiple baseline design across participants...
Background
Relationship quality between a parent and a child typically differs between families with a child with intellectual disability (ID) and families with other children. Parent-child relationship quality matters in ID as it has been linked with child outcomes. However, there are few research studies examining factors that are related to pare...
A growing number of adults with intellectual and developmental disabilities (IDD) attend day programming. These programs are designed to give consumers the opportunity to explore the community, socialize with community members, and to engage in community activities. Unfortunately, activities offered may be selected by program staff without much inp...
Citations
... P<0.0005), and self-control of students with intellectual disabilities (F=157.369, P<0.0005) (Ezgi, 2015). ...
... Then, PPI that was conducted by special education teachers reflected on leisure skills of students with intellectual disability, in which it highlighted those skills of scanning or reading, playing toys, and buying food in the canteen were more likely to accomplish both independently and with assistance. To advance leisure skills, programs for those with intellectual disability should be planned like with PPI and be provided with support (Ezgi, 2015). ...
Individualized learning is an ideal form of intervention for students with intellectual disabilities due to the ability to accommodate the learning requirements of personal-social skills. Although there are contradictions in its implementation, special education teachers have tried to implement it. This survey research aims to identify teachers' experiences in carrying out individualized learning including aspects of forms, constraints, and impacts on students' personal-social skills. The data collection was retrieved through a questionnaire instrument fulfilled by 116 special education teachers in Yogyakarta, who were determined by purposive sampling and analyzed descriptively and quantitatively. The result shows that 88,2 % of teachers apply individualized instruction methods in the form of a classical learning design with functional academic material content. The main obstacle comes from teachers' perception regarding students' condition heterogeneity, which resulted in difficulties in designing the learning activity. The impact on personal-social skills for all aspects shows that 50%-80% of students are able to improve their skills through practice and repetition. In conclusion, individualized instruction applications varied according to teachers' perceptions. While constrained to accommodate each student's requirement, this learning method resulted in a positive impact on skill learning outcomes.
... The findings of some studies have shown that recreational activities play a great role in decreasing anxiety during COVID-19 as well as improving the social interaction of children with intellectual disabilities. Ertuzun's (2015) findings showed that recreational activities have a positive impact on children with intellectual disabilities as they ameliorated the extent of their freedom and ability of choice, and they became more conscious about their leisure time and the available resources in their environment as well as improving friendship and social interaction skills, decision making and self-determination. Dorsch and coauthors' (2016) study results clarified the importance of recreational activities for children with intellectual disabilities. ...
... Many studies have pointed out the importance of recreational programs for children with intellectual disabilities; the results of some studies have highlighted the importance of practicing entertainment activities in reducing anxiety (Weng & Chiang 2014;Ibrahim, 2020). Ertuzun's (2015) results showed the importance of recreational activities for children with intellectual disabilities in improving their freedom as well as their freedom of choice, friendship skills, social interaction, decision-making, and self-determination. Melbøe and Ytterhu (2017) pointed out that entertaining activities are those in which persons freely participate because they find them funny; the positives of participating in recreational and entertaining activities have been proven, regardless of the age of the participants, as they provide opportunities for social interaction, strengthening friendships, learning, self-development, self-expression, and identity significance. ...
COVID-19 crisis has affected different life aspects; its greatest impact was perceived on the weakest social categories, including people with intellectual disability, as precautionary measures have imposed more restrictions upon them. This study, thus, aims at decreasing the anxiety level at COVID-19 as well as improving the social interaction of children with mild intellectual disability. The sample of the study consists of 10 intermediate children with intellectual disability, enrolled in the 1st to the 3rd intermediate stages in intellectual disability programs in Riyadh, ranging from (12 to 15) years old, with an age-average (13.8). The study relied on thequasi- experimental method where the recreational program is the independent variable whereas anxiety and social interaction skills are the dependent ones. As such, the study depends on a number of tools that are prepared by the researcher, COVID-19 anxiety scale, social interaction scale of children with intellectual disability during COVID-19 period, and the recreational program. The findings of the study disclosed the effectiveness of the program in decreasing the anxiety level and improving the social interaction level of children with intellectual disability. The study recommends carrying out more research about using recreational programs in decreasing some issues from which children with intellectual disability suffer due to COVID-19 as well as stressing the importance of practicing recreational and entertaining activities for children with mental disability in and outdoor, while following the precautionary measures, or virtually if this is not possible.
... The findings of some studies have shown that recreational activities play a great role in decreasing anxiety during COVID-19 as well as improving the social interaction of children with intellectual disabilities. Ertuzun's (2015) findings showed that recreational activities have a positive impact on children with intellectual disabilities as they ameliorated the extent of their freedom and ability of choice, and they became more conscious about their leisure time and the available resources in their environment as well as improving friendship and social interaction skills, decision making and self-determination. Dorsch and coauthors' (2016) study results clarified the importance of recreational activities for children with intellectual disabilities. ...
... Many studies have pointed out the importance of recreational programs for children with intellectual disabilities; the results of some studies have highlighted the importance of practicing entertainment activities in reducing anxiety (Weng & Chiang 2014;Ibrahim, 2020). Ertuzun's (2015) results showed the importance of recreational activities for children with intellectual disabilities in improving their freedom as well as their freedom of choice, friendship skills, social interaction, decision-making, and self-determination. Melbøe and Ytterhu (2017) pointed out that entertaining activities are those in which persons freely participate because they find them funny; the positives of participating in recreational and entertaining activities have been proven, regardless of the age of the participants, as they provide opportunities for social interaction, strengthening friendships, learning, self-development, self-expression, and identity significance. ...
The COVID-19 crisis has affected different life aspects; its greatest impact was perceived on the weakest social categories, including people with intellectual disabilities, as precautionary measures have imposed more restrictions upon them. This study, thus, aims at decreasing the anxiety level at COVID-19 as well as improving the social interaction of children with mild intellectual disabilities. The sample of the study consists of 10 intermediate children with intellectual disabilities, enrolled in the 1st to the 3rd intermediate stages in intellectual disability programs in Riyadh, ranging from 12 to 15 years old, with an age average of 13.8. The study relied on the quasi-experimental method where the recreational program is the independent variable whereas anxiety and social interaction skills are the dependent ones. As such, the study depends on several tools that are prepared by the researcher, the COVID-19 anxiety scale, the social interaction scale of children with intellectual disabilities during the COVID-19 period, and the recreational program. The findings of the study disclosed the effectiveness of the program in decreasing the anxiety level and improving the social interaction level of children with intellectual disabilities. The study recommends carrying out more research about using recreational programs in decreasing some issues from which children with intellectual disabilities suffer due to COVID-19 as well as stressing the importance of practicing recreational and entertaining activities for children with mental disabilities in and outdoors, while following the precautionary measures, or virtually if this is not possible.
... The current study forms part of a bigger project which argues that leisure education programmes can be used to promote leadership development. Historically, leisure education programmes have focused on opportunities designed to promote social skills among youth with disabilities (Cory 2004), quality of life, community development (Levy 2000), perceptions of leisure (Ertuzun 2015), adaptive coping skills, well-being (Hartman, Evans & Anderson 2017) and inclusive leisure service (Dattilo 2018). Furthermore, leisure education programmes have been used to support caregivers of people living with dementia (Carbonneau, Caron & Desrosiers 2011). ...
Abstract
Background:
Youth with disabilities benefit by developing a skill set to help resolve any issues during their daily activities, including pursuits that lead to productive livelihoods. Acquiring leadership skills through leisure education programmes may be particularly effective for youth with disabilities to gain confidence in their leadership abilities.
Objectives: This study aimed to develop and reach a convergence of opinions on the preferred elements of a leisure education programme to promote leadership development among youth with physical disabilities.
Method:
In this study, a three-round Delphi methodology was used. In the first round, 16 experts participated; in the second round, 14 experts participated; in the third round, nine participated. The first round of the Delphi method consisted of a qualitative questionnaire with open-ended questions, which assisted in developing guideline statements. The results from the first round informed the second and third rounds of the study. The guidelines were reviewed for consensus in subsequent rounds using a Likert scale format.
Results:
In the final round (third round) of the Delphi method, the expert panel consisting of nine participants agreed that leadership development for youth with physical disabilities could be promoted by leisure, recreation, sports and activities of daily living.
Conclusion:
These guidelines are essential in building resilience, empowerment and independence and can be seen as a positive contribution to communities with disabilities and young people with and without disabilities.
... Park recreation participants were examined in another study and life satisfaction, leisure satisfaction and perceived freedom all showed significant and positive correlations between each other (Yerlisu Lapa, 2013).An experimental study was conducted to adolescents with mild intellectual disabilities and the effect of leisure education on perceived freedom was inquired. Outcomes gave the evidence of a positive effect of leisure education programme containing sport activities on the perceived freedom of the adolescents with mental disabilities(Ertüzün, 2015).In a study applied to prisoners, the relationship between leisure functioning and rehabilitation was inquired and perceived freedom and intrinsic motivation showed positive results related with rehabilitation results(Link and Williams, 2017).Besides the other populations many researchers perferred to make study on university students. Among theseKim (2010) studied the relationship between perceived freedom, selfefficacy, intrinsic satisfaction, emotion, social relationship and leisure knowledge in university students. ...
This book is the collection of research papers discussed in the 11th International Conference of PIMG. This book discusses about the various business problems related to the field of Marketing Management, Financial Management, Information Technology, Human Resource Management, Social Science and other Contemporary issues and challenges faced by the organizations during the process of growth, competitiveness and innovation. Also the book provides various suggestive measures and practices which can serve as a framework to deploy new policies, system and strategies to manage public and private sector organizations and sustain in the ever changing and dynamic business environment
... Aynı zamanda terapatik rekreasyon anlamında olumlu sonuçlar yaratan çalışmalar da literatürde sıkça yer almaktadır (Bedini, Bullock ve Driscoll, 1993;Desrosiers vd., 2007;Dattilo ve Peter, 1991;Ertüzün, 2015). Mahon vd., (1996) boş zaman eğitiminin akıl sağlığı problemi olan hastalar üzerinde bıraktığı etkiyi sınayan araştırma bulgularına göre boş zaman eğitiminin, boş zaman kullanımının öğreniminde farkındalık, problem çözme ve beceri geliştirme noktalarında ön plana çıktığını belirlemiştir. ...
Bu araştırmanın amacı antrenör adaylarının boş zaman eğitimi düzeylerini belirlemek ve farklı değişkenlerin bu düzeyi ne doğrultuda değiştirdiğini incelemektir. Çalışma grubunu Ankara ilinde voleybol, pilates, artistik cimnastik, tenis ve halk oyunları branşlarında açılan 1. kademe antrenörlük kurslarına katılan 274 antrenör adayı oluşturmaktadır. Araştırmada Munusturlar (2014) tarafından geliştirilen 36 madde ve 7 alt boyuttan oluşan “Boş Zaman Eğitimi Ölçeği” kullanılmıştır. Veriler betimleyici istatistikler, bağımsız örneklem T test, tek yönlü varyans analizi ANOVA ve Doğrulayıcı Faktör Analizi testleri ile analiz edilmiştir. Araştırmadan elde edilen bulgulara göre; katılımcıların boş zaman eğitimi düzeyi ortalamanın altında iken (119,93± 15,05), alt boyutlar arasında en yüksek ortalamayı farkındalık alt boyutu (21,22 ±3,59) en düşük ortalamayı ise problem çözme (13,83±5,02) alt boyutu ortaya koymuştur. Sonuç olarak; antrenör adaylarının boş zaman eğitimi düzeylerinin ortalamanın altında kaldığı, belirli değişkenlerin boş zaman eğitimini değiştirdiği belirlenmiştir. Antrenör adaylarının eğitim programlarına boş zaman eğitimine dair derslerin eklenmesi ve dolayısıyla boş zaman eğitimine yönelik bilincin arttırılması önerilmektedir.
... Individuals who have a high degree of perceived freedom in leisure (PFL) participate in larger amounts of activities of interest and believe they are better able to control their own course of action, in addition to having high amounts of playfulness (Dumazedier, 2008). In this sense, PFL levels are influenced from experienced interactions, and according to the model of Crawford, Jackson and Godbey (1987) there are three main types: intrapersonal, interpersonal and structural, and most researches focus on the latter (Akyıldız-Munusturlar & Argan, 2016;Ertuzun, 2015;Leversen, Danielsen, Birkeland, & Samdal, 2012). ...
The aim of this study was to verify that substance use among adolescents would be linked to perceptions of freedom in leisure. It was selected for convenience sampling 186 adolescents at Projeto Quixote in a public school in Guarulhos. It used as questionnaire Data Sociodemographic and Leisure, The Leisure Diagnostic Battery, version B (PLL) to measure Perceived Freedom in Leisure and Drug Use Screening Inventory for classification of substance use, all self-administered. Based on 165 reviews analyzed, the frequency of use of ecstasy and marijuana in the last month were related to higher rates of PLL. The number of substances used in the last month had no significant effect. These data suggest specific components of leisure related to the frequency of substance use, such as perceived control and need at leisure.
... In that case, we can say that to educate children with intellectual disabilities optimally in every way, physical education and sports activities reveal their importance in situations such as being in interaction with peers and attempting to reduce disabilities to minimum. Thus, when relevant literature is examined, it can be seen that taking part in physical education and sports activities has a positive effect on variables such as; perceived freedom [15], cognitive development, social adaptation, motor behaviors and social abilities, happiness levels, communication abilities and self-respect [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31]. It is remarkable that sports activities that are helpful for individuals with disabilities are ignored for many years and the participation to these activities are in low levels [32,33,34,35]. ...
... Subdimensions are named accordingly to their speculative fundamentals "Positive Attitude Towards The Sports Activities" (SEYOT) and "Negative Attitude Towards The Sports Activities" (SEIOT). SEYOT consists of 21 items (1, 2, 3, 5, 6,7,9,10,11,13,14,15,17,18,19,21,22,23,25,26,27). SEIOT consists of 7 items (4,8,12,16,20,24,28). Answerers can rate an article between the points of 1-5. ...
Leisure education (LE) is a common approach to enhance people’s well-being. Yet, no systematic review exists that synthesizes LE studies, identifies gaps in the literature, and suggests future research directions. Using an integrative review design, we conducted data-base and hand searches as well as systematic applications of exclusion and inclusion criteria, which resulted in 64 articles. Reviewed LE studies involved diverse sex and age groups, although racial/ethnic characteristics were unclear. Most LE studies occurred in North America. People with intellectual and developmental as well as physical disabilities most frequently received LE. Typical sample size range was 10–50. LE interventions usually lasted 6–15 weeks. Researchers used various research designs and data collection methods to study effects of leisure-specific factors (e.g., leisure awareness, leisure planning) in interventions and outcomes, as well as personal and social factors (e.g., self-awareness, socialization). Overall, LE is versatile and has assisted various social groups.
Abstract:
Background and Aim: In the contemporary world, investigation about how to spend leisure time and participating in recreational activities along with the researches concerning work and its effects has been paid attention to by many authors. The aim of the present paper is to investigate the quality of leisure time and the role of recreational activities in the life of people with intellectual and developmental disabilities using literature review.
Conclusion: How to spend leisure time and recreational activities for normal people, with the aim of enhancing the workers' efficiency and diminishing the problems which stem from working, are of great importance in different societies. Leisure time and recreational activities for people with intellectual and developmental disabilities are to enhance these people participation in society and empowering. In our country Iran, the numerous opportunities of recreational activities and desirable spending of leisure time for people with intellectual and developmental disabilities have been neglected ; while, the conclusions of this literature review indicate that, despite the presence of some barriers, participating in recreational activities will improve self-determination, independence, social skills, life satisfaction, well- being and ultimately the quality of life for people with intellectual and developmental disabilities.
Keywords: leisure time, recreational activities, empowerment, intellectual and developmental disabilities
