فهرست مطالب mehdi alizadezarei

All individuals need to have the ability of appropriate sensory processing for proper functioning in the environment and participation in activities of daily living Also, behavioral functions can be affected by sensory processing problems. This study aimed to determine the relationship between behavioral problems and sensory processing in 7 to 10 years-old children with ADHD. This was a descriptive (cross-sectional) study. The study population was 60 children aged between 7 to 10 years old suffering from ADHD who referred to a comprehensive psychiatric center. Short Sensory Profile (SSP) and Child Behavior Checklist (CBCL) questionnaires were respectively used for assessing patterns of sensory processing and behavioral problems. A negative correlation was found between internalizing behavioral problems (r=-0.426) and externalizing behavioral problems (r=-0.465), and the total score of sensory processing in ADHD children (p<0.05). Findings showed that some of behaviors in children with ADHD could be attributed to some defects in their sensory processing.

All individuals need to have the ability of appropriate sensory processing for proper functioning in the environment and participation in daily activities. Moreover, behavioral functions can be affected by sensory processing problems. This study aimed to determine the relationship between behavioral problems and sensory processing in 7 to 10 years old children with Attention Deficit/Hyperactivity Disorder (ADHD).
This descriptive (cross-sectional) study included 60 children with ADHD aged 7 to 10 years, who were referred to a comprehensive psychiatric center. Short Sensory Profile (SSP) and Child Behavior Checklist (CBCL) questionnaires were used for assessing the patterns of sensory processing and behavioral problems in the patients.
There was a negative correlation between internalizing behavioral problems (r=−0.426) and externalizing behavioral problems (r=−0.465), and the total score of sensory processing in ADHD children (P The findings of this study showed that some behaviors in children with ADHD could be due to certain defects in their sensory processing.

We aimed to assess the status of sensory processing in children with attention deficit and hyperactivity disorder, high-functioning autism and typical peers. Participants in this study are children 7 to 10 years old with attention deficit hyperactivity disorder (n = 30), autistic children with high cognitive function (n = 28) and 30 matched typical children. Parents of children in all the groups have completed the Dunn sensory profile questionnaire (SP). The results of the present study showed that children in high-functioning autism and normal sensory processes act different. The autistic children differ in sensory seeking, emotional reactivity, low muscle tone and endurance, oral sensory sensitive, inattention and distractibility, poor sensory registration, sensory sensitivity, fine movement/perception. Children with attention deficit and hyperactivity disorder differ in seven factors of the nine factors. These factors were sensory seeking, emotional reactivity, low muscle tone and endurance, inattention and distractibility, poor sensory registration, sensory sensitivity, fine movement/perception. Different sensory processing function in these children may explain their abnormal behaviors. This sensory processing dysfunction affects on child's daily life in areas such as play, academic skills, peer relationships, and self-help activities. Therapists should consider the child's sensory processing functions when they set therapeutic planes.

Although defects in social and communicative functioning are the most obvious features in autistic children, there is evidence suggesting that unusual perceptual processing is at least a concomitant and possible cause of many of the behavioral signs and symptoms of autism spectrum. In the present study, the perceptual integration of autistic children was studied. These processes require perceptual coherence in visual structure in a holistic manner. 25 high-functioning autistic and 25 neuro-typical boys were assessed in term of visual perceptual processing. Visual stimuli included fragmented (incomplete) and complete object images that were presented in a monitor. The subject’s task was rapid and accurate naming of images that were seen. Responses were compared by independent t-test. Also, the effect of completeness factor and group type on the samples’ visual processing was analyzed by repeated measure analysis of variance. The autistic children had lower function in naming the fragmented picture, however, both groups were equivalent in recognition of the complete image. On the other hand, all subjects in this study performed better in naming the complete images compared with the fragmented images. Also, the interaction effect of image type and group on visual processing was significant. Defect in recognition of fragmented images can be indicative of disturbance of processes related to visual perceptual integration in individuals with autism. Detection of these images in autistic children was significantly different from that of normal children, that indicates weakness of processes related to visual completion and perceptual integration.

Reading impairment is a neurodevelopmental disorder with some deficits in cognition and motor skills. Neurofeedback، as a new treatment approach، can improve the functioning of individuals with the disorder through regulating electroencephalographic (EEG) abnormalities. The purpose of this study was to investigate the effectiveness of neurofeedback balance protocol on improving balance performance and attention shifting in children with reading disorders.

In this 20-session single subject study، 4 children (1 female) aging 8 to12 years completed twelve 30-miniute neurofeedback sessions. Repeated were performed during the baseline، treatment and follow-up stages of the study by means of the 2nd subtest of BOTMP for balance performance and the Posner Paradigm for shifting attention.

The results showed that the effect of treatment on balance performance was high (Cohen’s d > 0. 8) in all subjects but one and that attention shifting were improved only in some cases.

Consequently، neurofeedback balance protocol can improve balance and، to some extents، attention shifting in children with reading disorders.