Sensory integration and teacher-judged learning problems: a controlled intervention trial.
Seventy-four children from 21 schools referred because of teacher-perceived learning difficulties and prescreened for sensory integration (SI) deficits were given tests of SI, reading, vocabulary, perceptuo-motor function and motor development, and their teachers rated their classroom behaviour. The results showed that the children suffered primarily from attention deficit disorder without hyperactivity, and from mild deficits of SI. They were then divided into two groups matched approximately for sex, school and degree of SI deficits. One group received no treatment while the other was given about 13 weekly SI sessions, each of 1 h duration. All children were then reassessed on the same set of measures. There were significant improvements with time in both treated and untreated groups on most measures except classroom behaviour. Only one measure showed a treatment effect, though this one was most reflective of SI theory.
Department of Psychiatry and Behavioural Science, School of Medicine, University of Auckland, New Zealand.
J S
JS
Werry
R
R
Scaletti
F
F
Mills
D001289:Attention Deficit Disorder with Hyperactivity / Q000150:complications / Q000175:diagnosis* / Q000628:therapy; D002648:Child; D002986:Clinical Trials as Topic; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000209:etiology*; D008297:Male; D009483:Neuropsychological Tests; D011597:Psychomotor Performance; D012017:Referral and Consultation; D013663:Teaching