A systematic review of sensory-based treatments for children with disabilities

Barton, Erin E.; Reichow, Brian; Schnitz, Alana G.; Smith, I.; Sherlock, Daniel

doi:10.1016/j.ridd.2014.11.006

Cited by 111 publications

(93 citation statements)

References 44 publications

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“…Moreover, the physical and psychological impairments, including sensory processing difficulty, make cooperation and tolerance to dental treatment even more difficult for children with DD. Sensory‐based interventions and sensory integration therapy have been used in occupational therapy to improve children's functions of daily life and to develop adaptive responses to the child's sensory processing and motor planning skills . A systematic review on sensory‐based interventions concluded that there is limited evidence to support the use of sensory‐based interventions on improving behavior in children.…”

Section: Discussionmentioning

confidence: 99%

“…However, there is not a universally accepted protocol for implementing sensory‐based treatment. The efficacy of sensory‐based treatments are yet to be conclusive partially because it is unclear whether children who present with sensory‐based problems have a distinct sensory dysfunction or that these deficits are characteristics associated with DD …”

mentioning

confidence: 96%

“…The efficacy of sensory-based treatments are yet to be conclusive partially because it is unclear whether children who present with sensory-based problems have a distinct sensory dysfunction or that these deficits are characteristics associated with DD. 21 In the dental field, sensory-based treatment has been studied as a novel intervention to reduce dental anxiety of children. Shapiro et al studied 19 typically developing children, aged 6-11 years, who participated in a crossover intervention trial.…”

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confidence: 99%

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Impact of sensory adapted dental environment on children with developmental disabilities

Kim

Carrico

Ivey

et al. 2019

Special Care in Dentistry

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Aims This was a pilot study assessing the impact of a sensory adapted dental environment (SADE) on children with developmental disabilities (DD) receiving routine dental care. Methods A crossover study of 22 children with DD, aged 6 through 21, was conducted at a University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings on a 3‐ to 4‐month recall schedule, one with a regular dental environment (RDE) and one with SADE. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores). Results Study subjects completed 36 visits. None of the physiological measures differed at either time point between the two treatment settings. The Frankl scores were significantly higher with SADE setting than RDE (P = 0.0368). Forty‐six percent of parents strongly agreed that they would prefer the SADE for their child's next visit. Conclusion SADE may be associated with improved behavior in children with DD.

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Section: Discussionmentioning

confidence: 99%

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confidence: 96%

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confidence: 99%

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Impact of sensory adapted dental environment on children with developmental disabilities

Kim

Carrico

Ivey

et al. 2019

Special Care in Dentistry

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“…SCD design standards should only allow an intervention the opportunity to demonstrate a functional relation; they should not require a functional relation any more than a randomized experiment should be required to have a large effect size. A good illustration of the importance of this distinction is a recent review of sensory‐based treatments for children with disabilities (Barton, Reichow, Schnitz, Smith, & Sherlock, ). In this review, the authors summarized studies in which the investigators used a credible design to test the sensory‐based treatment but found no effect on the outcome measures.…”

Section: Discussionmentioning

confidence: 99%

A survey of publication practices of single‐case design researchers when treatments have small or large effects

Shadish

Zelinsky

Vevea

et al. 2016

J of App Behav Analysis

116

122

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The published literature often underrepresents studies that do not find evidence for a treatment effect; this is often called publication bias. Literature reviews that fail to include such studies may overestimate the size of an effect. Only a few studies have examined publication bias in single-case design (SCD) research, but those studies suggest that publication bias may occur. This study surveyed SCD researchers about publication preferences in response to simulated SCD results that show a range of small to large effects. Results suggest that SCD researchers are more likely to submit manuscripts that show large effects for publication and are more likely to recommend acceptance of manuscripts that show large effects when they act as a reviewer. A nontrivial minority of SCD researchers (4% to 15%) would drop 1 or 2 cases from the study if the effect size is small and then submit for publication. This article ends with a discussion of implications for publication practices in SCD research.

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“…Actualmente es una de las maś extendidas y estudiadas; goza de gran popularidad especialmente en paiśes como Estados Unidos o Canada, aunque aún no existe suficiente apoyo empiŕico que muestre mayor eficacia frente a los demaś EL TAP Y SU INTERVENCIÓN PSICOPEDAGÓGICA enfoques de intervención en la mejoriá funcional del ninõ. Una de las posibles razones por la que probablemente no haya obtenido aún resultados cientificos concluyentes es la dificultad de aislar este enfoque para su estudio, pues generalmente se encuentra asociado a otros modelos; aunque la evidencia praćtica sugiere buenos resultados (Barton, Reichow, Schnitz, Smith y Sherlock, 2015). En el enfoque de tratamiento de las intervenciones orientadas al proceso, el teŕmino 'proceso' hace referencia a procesos neurobiológicos (madurativos) y cognitivos y a su desarrollo como por ejemplo, la atención, la memoria, las funciones ejecutivas, etc.…”

Section: Intervenciónunclassified

El Trastorno de Aprendizaje Procedimental y su intervención psicopedagógica

Gambra¹,

Magallón²,

Crespo-Eguílaz

2017

R Est Inv Psico y Educ

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ResumenEl Trastorno de aprendizaje procedimental (TAP) es una afectación poco conocida. Ha sido denominado de múltiples formas según los diferentes autores. Se diagnostica con mucha menos frecuencia que otros trastornos del aprendizaje/neurodesarrollo debido a que los síntomas se confunden con frecuencia con los de otras patologías. Por tanto, en ocasiones el diagnóstico se realiza incorrectamente. El TAP se caracteriza especialmente por una perturbación de la coordinación motora, aunque la causa explicativa del mismo reside en la dificultad para el desarrollo de ciertas habilidades perceptivo-motoras y de rutinas cognitivas que, normalmente, se usan sin especial esfuerzo al estar automatizadas. Actualmente hay una gran variedad de enfoques de intervención (sobre todo en el ámbito motor), con diverso grado de evidencia científica. Palabras clave: Trastorno de aprendizaje procedimental, Trastorno del Desarrollo de la Coordinación, habilidades motrices, intervención. AbstractProcedural learning disorder (PLD) is a poorly understood disorder. It has been called in multiple forms according to the different authors. It is diagnosed much less frequently than other learning/developmental disorders because symptoms are often confused. Therefore, some of these children are often misdiagnosed. The PLD is especially characterized by a disturbance of motor coordination, although the explanatory cause of it lies in the difficulty of developing certain perceptual-motor skills and cognitive routines that are normally used without special effort to be automated. Currently there are a variety of intervention approaches (especially in the motor field) showing different levels of scientific evidence. Key Words: Procedural Learning Disorder, Developmental Coordination Disorder, motor skills, intervention. MétodoEl TAP es un trastorno poco conocido actualmente ya que las primeras descripciones datan de los anõs 70 (aunque no se habló específicamente de TAP) y suele infra-diagnosticarse debido a que los síntomas se confunden con frecuencia con otros trastornos como los del espectro del autismo o el trastorno de aprendizaje sin especificar. Las áreas principalmente afectadas son la motricidad, relaciones sociales, algunos aprendizajes escolares, deficit en la integración visoespacial y coherencia central débil. Actualmente existe un fuerte debate sobre los métodos de intervención más eficaces para el trastorno. El objetivo de esta investigación es explicar y definir el concepto de TAP y los enfoques más eficaces en el ámbito de la intervención motriz mediante una revisión bibliográfica utilizando las bases de datos PubMed, Dialnet, ScIELO, Web of Science y Scopus revisando artículos tanto en inglés como en castellano seleccionándolos a través del abstract. Resultados Dificultad conceptual y terminológicaEl TAP es un trastorno que actualmente se conoce poco en Europa y ha sido denominado de múltiples formas. De acuerdo con Crespo-Eguílaz y Narbona (2009), Magallón y Narbona (2011) y Aguilera, Mosquera y Blanco (2014) el "trastorno de...

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A systematic review of sensory-based treatments for children with disabilities

Cited by 111 publications

References 44 publications

Impact of sensory adapted dental environment on children with developmental disabilities

Impact of sensory adapted dental environment on children with developmental disabilities

A survey of publication practices of single‐case design researchers when treatments have small or large effects

El Trastorno de Aprendizaje Procedimental y su intervención psicopedagógica

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