title: Effectiveness of sensory processing strategies on activity level in inclusive preschool classrooms.
abstract: BACKGROUND
  The purpose of this study was to investigate the effectiveness of sensory processing strategies in improving the activity level of children with sensory integration dysfunction.
  
  
  METHODS
  The study used a matching-only pretest-posttest control group design, which requires random matching of sensory integration dysfunction to the corresponding intervention group (n = 18) and control group (n = 18). The intervention group comprised 3-6-year-old children who received an 8-week school-day intervention during implementation of the theme curriculum.
  
  
  RESULTS
  The 8-week treatment significantly reduced the activity level and foot-swinging episodes in children with sensory integration dysfunction, and obtained a medium-effect size. However, the level of improvement in the control group did not show any statistically significant change.
  
  
  CONCLUSIONS
  Sensory processing strategies could improve activity levels in children with sensory integration dysfunction. However, this study was unable to exclude a developmental effect. The social validity results show that sensory processing strategies can be integrated into the theme curriculum and improve activity levels in children.
authors.affiliation: Department of Physical Medicine and Rehabilitation, China Medical University Hospital, Taichung, Taiwan ; School of Chinese Medicine, College of Chinese Medicine, China Medical University, Taichung, Taiwan.
authors.forename: Chien-Lin
authors.initials: CL
authors.lastname: Lin
authors.forename: Yu-Fan
authors.initials: YF
authors.lastname: Min
authors.forename: Li-Wei
authors.initials: LW
authors.lastname: Chou
authors.forename: Chin-Kai
authors.initials: CK
authors.lastname: Lin
keywords: activity level; preschool inclusive classroom; sensory integration dysfunction; sensory processing strategy