Showing 3 results for Keywords: Sensory-Motor Integration
Roghayeh Karimi Lichahi, Bahman Akbari, Abbas Ali Hoseinkhanzadeh, Samereh Asadi Majreh,
Volume 1, Issue 161 (4-2021)
Abstract
Abstract
Background and Purpose: Dyslexic students often suffer from disorders in working memory and visualmotor
coordination, which is of importance in success or failure in academic performance. The present
study was conducted to investigate the effects of Sensory-Motor Integration Training on working memory
and visual-motor coordination of dyslexic students.
Method: This research was a quasi-experimental study with control group pre-test and post-test design.
The study population including all dyslexic students referred to special learning disability centers in Rasht in
the academic year 2019-2020. They were selected by convenience sampling and then randomly assigned
to either the experimental or control group (20 per group). The experimental group received the sensorymotor
integration training program for 8 sessions of 60 minutes, while the control group underwent no
intervention. Research instruments included the fourth edition of the Wechsler Children’s Intelligence
Scale (2003) and Visual-motor perception test (Bender-Gestalt, 1938).
Results: The findings of covariance analysis showed that sensory-motor integration training program had
a significant effect on working memory and visual- motor coordination of dyslexic students (P<0/01).
Conclusion: Based on the results of this study, it can be concluded that the effects of sensory-motor
integration training program on working memory and visual - movement coordination, can be considered
as a viable option in designing psychological and educational programs for children with dyslexia.
Fatemeh Salimi, Vida Andishmand,
Volume 2, Issue 174 (7-2023)
Abstract
Abstract
Introduction: Sensory integration training leads to increased concentration and attention. The aim of this
study was to evaluate the effectiveness of sensory-motor integration on improving executive attention
functions in students with learning disabilities.
Materials and Methods: The present study was a quasi-experimental study with a pretest and posttest
design with a control group. The statistical population of this study consisted of all students with learning
disabilities who referred to learning disabilities educational centers in Rafsanjan in the year 1998-99;
The research sample consisted of 30 people who were selected by available sampling method and were
randomly divided into two experimental groups (15 people) and control (15 people). The questionnaires
that were considered to collect information from the sample group were: Wechsler IQ Scale (1973) and
Parent Form Executive Performance Questionnaire (2000). Analysis of covariance using SPSS software
version 22 was used for statistical analysis of data.
Results: The results showed that in the post-test stage, the mean scores of executive functions in the
experimental group increased significantly compared to the control group (p <0.01).
Conclusion: It can be concluded that sensory-motor integration training is effective in increasing the
executive functions of students with learning disabilities.
Zahra Akbari Bayatiani,
Volume 6, Issue 155 (3-2019)
Abstract
Abstract
Objective: The aim of this study was to investigate the effectiveness of sensory-motor integration training in decreasing stereotypic behaviors in children with autism spectrum disorder.
Methods: This is an A-B follow-up case study. Purposive sampling was used to recruit four male children with autism spectrum disorder that were chosen by non-probability and purposive sampling method. The participants participated in 21 sessions of sensory-motor integration training. Assessment instrument was Gilliam Autism Rating Scale (GARS). Visual inspection charts and Cohen's d effect size were used to analyze the data.
Results: The result of visual inspection on stereotypic behaviors and autism symptoms indicates the effectiveness of sensory-motor integration training in improvement of autism symptoms and stereotypic behaviors. The result of Cohen's d effect size showed large effect size of sensory-motor integration training on stereotypic behaviors and autism symptoms. Nonetheless, the effect size of sensory-motor integration training in the follow up stage for one of cases was medium.
Conclusion: The results of this research can be used in therapeutic planning and clinical interventions to reduce and treat autism symptoms.
Keywords: Sensory-Motor Integration, Stereotypic Behaviors , Autism Spectrum Disorder.
