The realtionship between a teacher checklist and standardised tests for visual perception skills: A South African perspective (original) (raw)
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Journal of Modern Rehabilitation, 2022
Identifying the contributing factors to a specific learning disorder and comparing these factors in different types of this disorder will lead to using more proper interventions in the future. Therefore, this study aimed to compare sensory processing skills and perceived motor competence between three groups of students with specific learning disabilities (reading and writing disorders, math disorders, and combination disorders). Materials and Methods: The present study was a cross-sectional descriptive-analytical study. The participants were 48 children (16 in each group, aged 8-12 years). They were selected from Chaharmahal and Bakhtiari Province, Iran, by the simple convenience sampling method. The participants' sensory processing was measured with sensory profile 2 and their perceived motor competency with Marsh perceived motor competence questionnaire. Results: The results showed a significant difference between the three groups in the sensory sensitivity, low registration sensory patterns and processing of tactile, and body position senses (P <0.05). However, no significant differences were observed between groups in other components of sensory processing and perceived motor competence (P> 0.05). Conclusion: The results indicate that therapeutic interventions in the group with reading and writing disorders should focus on increasing sensory registration and processing of tactile and body position senses and reducing sensory sensitivity in the mathematical group.
Sensory-based motor processing in children with specific learning disabilities
Physiotherapy Quarterly
Introduction. Children with learning disabilities not only experience difficulties in academic performance but also exhibit neurological risks of motor and sensory processing. Evaluation of such a group might help identify their deficits even before early adolescence. The study aimed to assess sensory and motor problems in children with different types of specific learning disabilities. Methods. A cross-sectional study was performed in students of 4 th , 5 th , and 6 th grades in governmental schools, Cairo, Egypt. overall, 200 children with poor scholastic achievement were screened with an intelligence quotient test (Raven's Progressive Matrices). The learning disabilities were evaluated with the Fathi al-Zayyat battery. Then, the Quick Neurological Screening Test was used to indicate motor and sensory problems. Results. A total of 50 out of 772 screened children were confirmed to have learning disabilities (dyscalculia: 29, dyslexia: 11, mixed: 10), which represented 6.47% of the sample. Neurological signs were positive in all children with specific learning disabilities, while 82% of them were below average. Conclusions. The study revealed that 82% of children with specific learning disabilities at 4th, 5th, and 6th grades were below age with a moderate discrepancy in the development of sensory and motor processes. The finger-to-nose test, double simultaneous stimulation of hand and cheek test, stand-on-leg test, and tandem walk test are associated with the type of specific learning disabilities (dyscalculia, dyslexia, or mixed).
The American Journal of Occupational Therapy, 2010
We investigated the evidence for subtypes in children with difficulty processing and integrating sensory information. Fifty-seven articles were incorporated into a systematic literature review; only 4 articles provided direct evidence for subtypes. These studies did not provide a comprehensive assessment of all sensory functions and sensory-based motor functions (i.e., praxis) and included different diagnostic groups. Therefore, generalized conclusions about subtypes could not be drawn. The other 53 studies reviewed provided meaningful information about strengths and challenges that children with difficulty processing and integrating sensory information demonstrate, but these studies were limited in scope. A principal theme was the importance of conducting comprehensive assessments of sensory-based functions, including multiple measures of sensory integrative functions such as praxis, sensory modulation, and sensory discrimination in children and adolescents with various clinical di...
The use of the Sensory Integration and Praxis Tests with South African children
South African Journal of Occupational Therapy, 2012
The Sensory Integration and Praxis Tests (SIPT) are a set of 17 tests that were developed by A. Jean Ayres during the 1980's and published in 1989 by Western Psychological Services (WPS). The SIPT were developed as diagnostic and prescriptive measuring tools of sensory perception, balance, bilateral coordination, praxis and related measures of the functions of the nervous system that underlie learning and behaviour 1. Originally, using the SIPT was impractical for occupational therapists (OT's) working in South Africa as the scores obtained were mailed to WPS in Los Angeles, US, for computerised scoring. Only once the results were sent back to SA could the OT interpret the scores and make a final decision regarding dysfunction and possible intervention. This was a time consuming and costly process and unrealistic for intervention, especially for a third world country like South Africa (SA). In recent years WPS developed a software program for scoring the SIPT on personal computers. The South African Institute for Sensory Integration (SAISI) is responsible for the training of qualified occupational therapists (OTs), in the use of the measurement instruments for the assessment of sensory integration dysfunctions, as well as the treatment thereof. During March 2006, SAISI entered into negotiations with the directors of WPS in Los Angeles regarding the use of the SIPT in South Africa. The outcomes of these negotiations led to an agreement for the use of the SIPT that would be financially viable for South African OT's. During this negotiation process, the representatives of WPS also encouraged research on the use of the SIPT on the SA children, since the SIPT is currently only standardised on a nationally representative sample of children from the US. The SIPT are currently one of the best researched and scientifically sound measuring instruments for detecting developmental problems based in sensory integration functions 2, 3. PROBLEM STATEMENT There is currently no instrument of the stature of the SIPT, available for measuring sensory integration function that is standardised on South African children. The Health Professions Council of South Africa (HPCSA) guidelines for good practice in the Health Care Professions, general ethical guidelines prescribe that Health Care practitioners should act in the best interests of patients 4 and that includes the use of assessment instruments that have been proven to be fair and just, to the diverse population of SA children. South African Therapists started training on the SIPT during 2006 and this training will be continued by SAISI. The fact remains, that although the SIPT are measuring tools of a very high standard that helps identify sensory integration dysfunctions effectively, it is not yet known how the normative data obtained on a sample of children in the United States of America (US) used in the scoring the SIPT compares to the scores of SA children. Therefore, in order to consider the ongoing use of the SIPT with SA children, further investigation is needed. Comparative analysis will determine whether or not comparison to the US norms is reasonable, or if additional adaptations and/or revisions are required for viable use of the SIPT with SA children. RESEARCH QUESTION This study sought to answer the following question: Is the use of the SIPT with SA children fair and just when using the normative data obtained from US children for comparison when scoring the SIPT? LITERATURE REVIEW The SIPT are the result of more than 50 years of work and research conducted by Dr A, Jean Ayres and other researchers and therapists from around the world. The SIPT contribute to the clinical understanding of children who struggle with irregular behaviour and/or developmental and learning difficulties 3. The tests are, therefore, primarily diagnostic and descriptive tools to assist therapists in the assessment and intervention of children to identify sensory integrative and practic dysfunctions. Ayres defined sensory integration as "the neurological process that organises sensation from one's own body and from the environ
Patterns of sensory integration dysfunction in children from South Africa
South African Journal of Occupational Therapy, 2014
While patterns ofsensory integration (SI) function and dysfunction have been studied in the US for more than 50 years, exploration of whether or not similar patterns exist in cultures and communities outside of this countryhas been limited, with no studies conducted in South Africa to date. The purpose of this paper was to investigate and describe the similarities and differences of patterns of SI dysfunction between children in South Africa and those in the US. A quantitative, analytical study was conducted on a convenience sample of 223 of children who were identified as experiencing sensory integration difficulties. The Sensory Integration and Praxis Tests (SIPT) were used as the measuring instrument and correlation and factoranalysis were applied in order to describe similarities and differences. Consistencies in tests loading on patterns of Visuodyspraxia, Somatodyspraxia, BilateralIntegration and Sequencing dysfunctions and Tactile and Visual Discrimination dysfunctions were f...
Patterns of Sensory Integration Dysfunction: A Confirmatory Factor Analysis
American Journal of Occupational Therapy, 1998
Objective. This study evaluated a five factor model of sensory integration dysfunction on the basis of scores of children on the Sensory Integration and Praxis Tests (SIPT).The purpose of the study was to determine a plausible model for understanding sensory integration dysfunction. Method. The hypothesized model of sensory integration dysfunction tested was derived from previous multivariate analyses and consisted of five patterns of dysfunction, including: bilateral integration and sequencing, somatosensory, somatopraxis, visuopraxis, and postural ocular motor. Confirmatory factor analysis (CFA) of the SIPT scores of 10,475 children and the scores of a subgroup of 995 children with learning disabilities were used to evaluate the model. Results. The CFA of the hypothesized model indicated numerous weaknesses with it and, therefore, was rejected. Exploratory factor analysis (EFA) was then performed with the same data set to identify a better-fitting, more parsimonious model o/sensor...
Journal of Intellectual Disability - Diagnosis and Treatment, 2014
Sensory Processing (SP) difficulties in children are seen to be increasing in today’s world. Quite a few typically developing children are reported to have difficulties in coping with school, home and play environments. Their difficulties are mostly labeled abnormal behaviors and with superficial assessments these children often receive traditional treatments that marginally decrease their problems without giving long term functional gains. Hence their SP dysfunctions make them adopt pathological behaviors as they grow, making them incompetent as compared to their peers. One of the factors behind these children getting unnoticed at an early age is lack of awareness about SP difficulties among the parents, teachers and medical fraternity in India. The other important factors include unavailability of contributory study in this area done on the Indian population and the use of non-normated, generalized evaluation tools done for evaluation of these difficulties. Further less information on what is age related typical SP makes it trickier to differentiate between a typical behavior and SP difficulty. The present study is the first study that would make an effort to understand the age related SP in Indian preschoolers aged 3-7 years.The QOSP includes observations based on literature and theoretical constructs of SP which are graded and made quantitative for ease of administration and interpretation. This study intends to establish the age appropriate expected response and estimate the children posing risk to develop SP dysfunctions. The study further attempts to understand correlations between the different parameters of QOSP and tries to identify those parameters that can be considered red flags for SP difficulties.The results of the study suggest about 3% of children in the typically developing group to be at the risk of having SP difficulties. About 20% are estimated to be having difficulties in at least one of the SP areas when compared with behaviors rated on Sensory Processing Measure. Apart from typically developing children the tool was also used in co-morbid conditions and was found to be useful in understanding the underlying Sensory Processing difficulties. Thus the QOSP can be considered a good measure not only in screening children with suspected sensory processing difficulties but also to gear the intervention program to be streamlined and goal oriented
Exploration of Sensory Processing Difficulties among Children Attending Primary School in Denmark
Occupational Therapy International, 2021
Current research shows that children with sensory processing (SP) difficulties have limited participation and enjoyment in their daily activities at school. The aim of this study was to explore the prevalence of SP difficulties among Danish children and to explore possible associated factors. Since SP difficulties can affect children’s prerequisites for participation in school activities and learning possibilities, this study focused on primary school children. Method. The study was designed as a cross-sectional survey. The sample consisted of 1723 children age 5 to 11 years, who were attending Danish public school (45.5% girls, 53.2% boys). The parents or caregivers of the child completed a Short Sensory Profile (SSP) questionnaire and a demographic questionnaire. One-way ANOVA was used to examine differences between girls and boys regarding sports, geographic area, and parental level of education. Chi-square analysis was used to explore the relationship between sex and SPP scores ...
Research in Developmental Disabilities, 2011
Intellectual developmental disabilities, also known as intellectual developmental deficits (IDD), is a generalized disorder, characterized by subaverage cognitive abilities and deficits in two or more adaptive behaviors, impacting the individuals' functioning in their environment (Chakrabarti & Fombonne, 2001). Maladaptive behaviors of children with IDD are not only related to their cognitive status, but may also be a result of difficulties in performing other functions. Indeed, in the case of general brain damage that affects the intellectual level, it is possible that other functions, such as motor and sensory functions, which are derived from brain processing, will be affected. Studies show that IDD severity impairs motor abilities accordingly. For example, children with severe-profound IDD are reported to show severe difficulties in their motor skills that are affected by their severe brain damage in general, their lack of motivation to develop motor learning, and by other health conditions, for example, decreased heart activity (Kosma, Wood, Rintala, & Acock, 2004; Ulla, Pauli, & Antero, 2007). High frequency of sensory processing dysfunctions (SPD) is prevalent among children with IDD and contributes to their maladaptive behaviors (Gorman, 1997; Wuang, Wang, Huang, & Su, 2008). Sensory processing refers to registration and modulation of sensory information and to the organization of sensory input to execute successful adaptive responses to situational demands (Humphry, 2002; Miller, Anzalone, Lane, Cermak, & Osten, 2007). One of the major models for sensory processing, which refers to the interaction between neural sensitivity and behavioral response/self-regulation, is Dunn's model
The agreement found between the sensory profiles of children 3-10 years and their parents
2009
In order to treat a child with sensory modulation disorder (SMD), the impact of SMD on the child's occupational sphere should be taken into account. This includes the effect of SMD in the parent on the child's development and behaviour. This study determined the probability of agreement between the parent and child's sensory profiles. A quantitative, cross sectional study design established the sensory profiles of 81 children and their parents. Results indicated a moderate probability that a child with SMD may have a parent with SMD. A moderate to high probability existed for a parent with SMD to have a child with SMD. This supports the supposition that there is a hereditary component to SMD, with learned sedentary behavioural patterns. The treatment implications include considering the parent's reaction to their own sensory thresholds and the influence this has on the child's treatment and learnt behaviour. v ACKNOWLEDGEMENTS The Author would like to thank and acknowledge all the parents and children who participated in the study, as well as the various occupational therapy practices and institutions that allowed me to test their children and parents. I also want to thank Denise Franzsen, Paula Barnard and Prof P.Bekker who provided the primary support for this research report. I would like to thank my friends and family, especially my husband, Frik, for their support and wisdom in helping me with this research. vi