A Comparison of the Effectiveness of Sensory Integrative Therapy and Perceptual-Motor Training in Treating Children with Learning Disabilities

Humphries, Tom; Wright, Maureen; Snider, Laurie; McDougall, Beth

doi:10.1097/00004703-199202000-00007

Cited by 44 publications

(28 citation statements)

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“…These findings confirm and extend what earlier researchers have suggested: that approaches are often used in combination or as a 'multimodel' approach rather than as single approaches in their 'purist' form when addressing the needs of children with LD (Humphries et al, 1992;Stonefelt & Stein, 1998;Wallen & Walker, 1995).…”

Section: Discussionsupporting

confidence: 90%

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Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties

Nelson

Copley

Flanigan

et al. 2009

Aus Occup Therapy J

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Section: Discussionsupporting

confidence: 90%

“…CO-OP is a cognitive approach targeted towards children with DCD that emphasises problem-solving and guided discovery (Mandich et al, 2003;Miller, Polatajko, Missiuna, Mandich & Macnab, 2001). The perceptual motor training approach involves using practice and verbal guidance to train specific motor skills (Humphries et al, 1992).…”

Section: Introductionmentioning

confidence: 99%

Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties

Nelson

Copley

Flanigan

et al. 2009

Aus Occup Therapy J

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“…On the other hand, sensory and motor training have been linked to improvements in reading and writing and attention span but for unclear reasons (Silver, 1986). For example, Humphries, Wright, Snider, and McDougall (1992) showed that motor training produced improved motor function but not improved school performance. Polatajko (1985) found no evidence that vestibular training improved learning.…”

mentioning

confidence: 99%

Sensorimotor Therapy: Using Stereotypic Movements and Vestibular Stimulation to Increase Sensorimotor Proficiency of Children with Attentional and Motor Difficulties

Niklasson

Niklasson²,

Norlander

2009

Percept Mot Skills

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The current naturalistic study examined whether sensorimotor therapy utilizing the training program, Retraining for Balance, might be an appropriate technique for sensorimotor proficiency. The 232 children (181 boys, 51 girls), whose mean age was 9.3 yr. (SD = 2.7), presented attentional and motor difficulties (according to the School Health Care) as indicated by their parents before starting therapy. The children were divided into three groups, i.e., a younger group (7 yr. old or younger, n = 65), a middle group (8 to 10 yr. old, n = 91), and an older group (11 yr. old or older, n = 76). The program has seven parts, including fetal and neonatal movements, vestibular and auditory perceptual stimulation, and gross motor movements, among others. The treatment period was close to 3 yr. on the average. Analyses in a repeated-measures design indicated significant improvement of sensorimotor skills among the three age groups, but the older children performed better than the others on several tests. There were only a few sex differences. Retraining for Balance may be a functional technique for training children and youth with sensorimotor difficulties and might constitute a complement to regular treatment of Developmental Coordination Disorder, Learning Disability, and ADHD, but controlled studies are necessary before more decisive conclusions can be drawn.

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“…11,[13][14][15][16] An earlier review of the treatment literature concluded that sensory integration is difficult to justify from an evidencebased and economic perspective as it is 'at best' only as effective as any other. 17 More recently, Wilson 18 conducted a review of approaches to assessment and treatment of children with DCD and concluded that the SIT approach had little empirical support and does not follow current thinking on motor control or the learning of movement skills.…”

Section: Process and Deficit Approachesmentioning

confidence: 99%

Current approaches to intervention in children with developmental coordination disorder

Sugden¹

2007

Develop Med Child Neuro

102

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This review analyzes approaches to intervention in children with developmental coordination disorder within the framework of how children develop and learn motor skills, drawing upon maturational, cognitive, and dynamic systems models. The approaches to intervention are divided into two categories: (1) process or deficit-oriented approaches; and (2) approaches that teach specific functional skills. These approaches are viewed alongside theoretical, empirical, and experiential standpoints, noting the differences and the fact no single approach is, as yet, fully substantiated. Principles and guidelines are drawn from the analyses that support both cognitive and dynamic models and that are set within an ecological framework.Children who show coordination difficulties have been studied from different perspectives for a variety of reasons and been given different labels. Numerous terms have been used to describe this group of children, including the early ones such as 'clumsy' that gave way to 'movement difficulties' and 'dyspraxia'. Currently, the most acceptable term, and the one used throughout this paper, is 'developmental coordination disorder' (DCD). There have been two major meetings that have proposed consensus statements for the terminology and nature of the condition, and how it is diagnosed, assessed, and managed. The first, held in London, Ontario 1 in 1995, highlighted the existence of DCD as a condition and provided a more detailed picture of the disorder than previously outlined in the Diagnostic and Statistical Manual of Mental Disorders, 4th edition. 2 The second consensus emerged from four 2-day meetings in Leeds between 2004 and 2006, sponsored by the Economic and Social Research Council 3 at which the disorder was further defined, its characteristics outlined, comorbid conditions described, and recommendations made for assessment and intervention. Both consensus meetings agreed that the core characteristic of DCD involves a marked impairment in the performance of motor skills. This impairment has a significant negative impact on activities of daily living, such as dressing, feeding, riding a bicycle, and on academic achievement through poor handwriting skills. The condition is not due to general medical conditions, such as cerebral palsy, and a diagnosis should not be given to individuals with an IQ below 70. Although the emphasis throughout this paper is on the acquisition of motor skills, it is important to recognize that many children with DCD have co-occurring conditions involving cognitive, attention, language, and social attributes. 4 It is arguable that, as in many other developmental disorders, the first point for an analysis of intervention is the theoretical underpinnings for any particular approach, and this is carried out through an examination of how children develop and learn motor skills. If there is consensus on how development and learning occur, how to teach or re-teach is a natural subsequent step. The second and major part of this paper

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A Comparison of the Effectiveness of Sensory Integrative Therapy and Perceptual-Motor Training in Treating Children with Learning Disabilities

Cited by 44 publications

References 0 publications

Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties

Occupational therapists prefer combining multiple intervention approaches for children with learning difficulties

Sensorimotor Therapy: Using Stereotypic Movements and Vestibular Stimulation to Increase Sensorimotor Proficiency of Children with Attentional and Motor Difficulties

Current approaches to intervention in children with developmental coordination disorder

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