جستجوی مقالات مرتبط با کلیدواژه "sensory integration" در نشریات گروه "روانشناسی"

Attention Deficit Hyperactivity Disorder is one of the childhood disorders with a fixed pattern of attention deficit and hyperactivity that about 3 to 7 percent of primary school children suffer from in the pre-puberty stage. One of the therapeutic interventions that can be performed in a group is the sensory integration therapy model, so the purpose of this study was to investigate the effectiveness of play therapy based on sensory integration on the executive function and social adjustment of children with attention deficit hyperactivity disorder, which was used as a semi-experimental research method with a pre-test-post-test design. The statistical population consisted of 8-10-year-old children with attention deficit hyperactivity disorder in 2018, who had referred to medical centers in Tehran. 30 people were divided into two groups of 15 people using the targeted sampling method. In this research, from two questionnaires for the behavioral rating of executive functions (Parent Form) (Guy& et al, 2000) and children's social adjustment questionnaire (Dokhanchi, 1998) and the play therapy course based on the plan (Horwitz & Roset, 2007; Tabrizi & Esteki, 2012; Babaei, 2014) has been used. Data analysis was done using analysis of covariance test. The findings showed that the effect of play therapy based on sensory integration on the executive function and social adaptation of children with attention deficit hyperactivity disorder was significant. Therefore, play therapy based on sensory integration can be used to improve the executive function and social adaptation of children with attention deficit hyperactivity disorder.

Dyslexia is the most prevalent type of learning disorder, accounting for approximately 80% of all learning disabilities. This study aimed to investigate the effectiveness of computer games-based executive function enhancement compared to sensory integration intensification. The research was conducted using an experimental design with a pre-test, post-test, control group, and follow-up stage. The study's statistical population included all elementary school students with learning disabilities in districts 2 and 5 of Tehran in January and February 2021. Thirty dyslexic students aged between 8 and 11 years, who met the inclusion criteria, were homogenized based on age, gender, and intelligence. They were then randomly divided into three groups of ten. Participants in the pre-test, post-test, and follow-up stages were evaluated using various tests such as WISC-4, dyslexia, n-back, and Sensory Profile 2. After four months, a follow-up stage was carried out. The first group received a computer-based executive function intervention, while the second group received a sensory-motor integration intervention for 20 sessions of 30 minutes. At the end of the study, the interventions were performed on the control group. Data were analyzed using two-factor analysis of variance. The results showed that there were significant differences between the three groups in both post-test and follow-up stages of dyslexia symptoms (p <.001). Both interventions were effective in reducing dyslexia symptoms, although sensory integration exercises had a more lasting effect on this disorder's symptoms. Finally, paying attention to sensory processing patterns and therapeutic strategies in diagnosing and educating dyslexic students could lead to effective results.

Specific Learning Disorders (SLD) have a significant impact on students' performance, especially on their explicit and implicit memory. Identifying determinant intervention methods in this area is crucial. The aim of this study was to compare the effectiveness of Sensory Integration (SI) and Central Nervous System reorganization (CNSR) interventions on the explicit and implicit memory of students with SLD.

The population of this research consisted of students with SLD referred to LD centers in Rafsanjan city in the academic year 2021-2022. Ninety were selected using purposive sampling and randomly assigned to three groups: SI intervention, CNSR intervention, or control group. The research tool was the Snodgrass and Vanderwart (1980) explicit and implicit memory questionnaire. Data analysis was performed using repeated measures design and multivariate analysis of variance using SPSS-24.

According to the findings, both SI and CNSR interventions were effective on the explicit and implicit memory of students with SLD in all three types of LD (reading/writing, mathematics, and combined). Furthermore, the results indicated that the effect of the SI intervention on increasing the explicit and implicit memory of students was greater than the CNSR intervention.

Based on these findings, it can be concluded that SI and CNSR interventions are effective on the explicit and implicit memory of students with SLD.

Improving the working memory of students with learning disabilities and helping them gain academic achievement as well as preventing further injuries are very important. Researches have been done in this field, but few researches examined computer assisted cognitive rehabilitation, sensory integration and combining these two methods to improve working memory in students with learning disabilitie.

This study was carried out by the aim of comparing the effectiveness of computer assisted cognitive rehabilitation, sensory integration and combination of these two methods on improving working memory of students with specific learning disabilities.

The research method was quasi-experimental with a pre-test/post-test design with unequal groups. The statistical population of the present study was students with specific learning disabilities who referred to Pendar and Atieh clinics in Tehran in the academic year 2019-2020, among them, 58 students with specific learning disabilities were selected by purposive sampling and were randomly replaced in three experimental groups and one control group. 14 people in the first experimental group received computer assisted cognitive rehabilitation intervention, 15 people in the second experimental group received the sensory integration intervention and 16 people in the third experimental group received a combination of these two interventions and 13 people in the control group did not receive the intervention. N back (1958) test was used to measure working memory performance. Data analysis was performed using variance analysis with repeated measures.

Computer assisted cognitive rehabilitation, sensory integration and combination of these two methods significantly improve working memory in students with specific learning disabilities (P< 0/01). However, there is no difference between these three methods in improving working memory.

Computer assisted cognitive rehabilitation, sensory integration, and a combination of these two methods can be used to improve the working memory of students with learning disabilities.

The aim of the present study is to examine the effect of combination training based on sensory integration and executive function to mothers of children with Attention Dificit/ Hyperactivity Disorder (ADHD).
The survey follow pre-test post-test model with two groups. For this purpose, from among mothers of first, second and third grade primary school students in Shiraz, 40 ones mothers were selected and were randomly assigned in two groups of experimental(n = 20) and control group (n = 20) through internet call from Education site, and by Clinical Interview, implementation of CSI-4 parent form, and according to the criteria for entry and after matching. Combination training based on sensory integration and executive function includes 24 sessions of an hour and a half, in one group that was held three times a week. Pre-test and post-test in both groups was performed using CSI-4 parent form.
Findings: The data were analyzed by means of SPSS programs and Covariance analysis methods. The results showed that combination training based on sensory integration and executive function mother-based reduces attention deficit and hyperactivity.
According to the results this training could lead to treatment of Attention Deficit/ Hyperactivity Disorder in children.

Learning disorders could be prevented if identified before the elementary school; otherwise, they will bring about irremediable damages. Sensory integration refers to the reception and processing of the seven sense's information (motion, touch, pressure, vision, hearing, taste, and smelling). In a learning disorder, sensory information is not carefully processed; therefore, one could treat a series of writing, reading and spelling disabilities as well as mathematical disorders by coordinating eyes and hands and motion control, etc. Spatial thinking exercises aim to boost children's ability for spatial and visual perception, establishing necessary coordination among the eyes, hands and other senses. In this technique, the statistical population of children with learning disorder was provided with sensory integration training and spatial thinking exercises for 2 months. The results suggest that sensory integration training and spatial thinking exercises lead to improved non-verbal intelligence in the children with learning disorder.

The present study was done with the objective of determining the efficiency of neuropsychological rehabilitation method of sensory integration in improving executive functions of children with disorder in shortcomings attention/proactive.
The survey is pre-test post-test model with two groups, one experimental group and one control group. The research sample consisted of 30 elementary school boys and girls, at the age of 7 to 11, who were selected from among available children suffering ADHD disorder (Attention Deficit Hyperactivity) in the academic year 1392-1393. This students were equally on the basis of recognizing values and intelligence and were randomly divided to two equal group; i.e. experimental and control groups. The research instruments for gathering the data were the questionnaire of Child Symptom Inventory (CSI-4), and Color Matrixes of Intelligence Test of Riyon. And to evaluate the executive functions (planning, attention, confining response), London Tower Test and Continuous Function test were used, the interrupting remedy was done on the basis of sensing alignment method and consisted of six weeks of exercising (SI).
Findings: the data were analyzed by means of SPSS programs and Covariance analysis methods. The results reveal that sensing alignment in the post-test caused meaningful improvement in executive functions (planning, attention, confining response), (P

This study aimed to examine the effectiveness of sensory integration procedure on reduction of stereotypical behaviors among autistic children. Twenty autistic children from 8 years and 2 months to 14 years of age were selected by purposive sampling from Ordibehesht Autistic Center located in Isfahan. The participants were assigned randomly into either experimental or control groups. The experimental group received eleven sessions of sensory integration therapy. The study design was quasiexperimental with pretest-posttest control group. The participants completed the Repetitive Behavior Scale-Revised (Bodfish et al. 2000). The results of analysis of covariance indicated that the sensory integration procedure was effective in reducing stereotypical behaviors, compulsive behaviors, ritualistic behavior, sameness behavior, restricted behavior and self-injurious behaviors. Given the findings of the present study, it is suggested that the sensory integration procedure apply to the treatment of other disabilities of autistic children.