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Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Treating Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8281.
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Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Caring for Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8282.
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Greer, Lindsay P. "Sensory and Behavioral Based Feeding Disorders in Young Children." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1692.
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Taylor, Morgan. "Bringing the outdoors in: designing a mobile sensory garden for children with sensory integration disorders in elementary schools." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35453.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Anne E. Beamish
The purpose of this research was to develop a mobile sensory garden to help children with Sensory Integration Disorders. Sensory Integration (SI) is how an individual processes sensory information. Issues with sensory integration can lead to behavioral disorders, which can cause difficulties with social-emotional skills, gross motor skills, fine motor skills, play skills, and self-help skills. The goal of the project was to develop a mobile sensory garden to help alleviate or reduce the negative aspects of Sensory Integration Disorders. The research involved qualitative research, projective design, and evaluative research on a mobile sensory cart that was used in an elementary school in Topeka, Kansas. Methods included: interviews, design/build, and observation. The current sensory room was inventoried in Williams Science & Fine Arts Elementary Magnet School in Topeka, Kansas, and the children who used were observed. The faculty at the school, including the principal, teachers whose students use the current sensory room, counselors, and other support faculty, were interviewed. Once the observations were analyzed, a mobile sensory garden cart was designed and built. The new cart was brought to the elementary school and placed in the sensory room. A second phase of observation assessed how the children interacted with the new mobile sensory garden cart. During the second phase of observation the children showed intense interest in the mobile sensory garden cart. Some of this can be attributed to it being a new item in the sensory room. Some of the most popular items included the zen garden, wood slices on the wooden dowel, and the plants. In the second week children transitioned to using both the sensory garden cart and the original items in the sensory room. When an item on the sensory garden cart best suited their needs, that item was chosen and when their needs were best suited by other items in the room then that item was chosen. Overall the mobile sensory garden cart was beneficial to the school and the children. It can be easily replicated and modified to fit the individual needs of the children and school.
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Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.
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Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009.Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).
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Piette, Melissa. "A grant proposal to study the benefits of utilizing a sensory diet approach to assist in on task behavior for students with Autism Spectrum Disorders." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009piettem.pdf.
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Pfeiffer, Elizabeth. "Sensory modulation and affective disorders in children and adolescents with asperger syndrome." Diss., NSUWorks, 2003. https://nsuworks.nova.edu/hpd_ot_student_dissertations/21.
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Objective. The purpose of the study was to determine if there were significant relationships between dysfunction in sensory modulation, affective disorders, and adaptive behaviors in children and adolescents between the ages of 6 and 17. There were four main hypotheses: (a) there will be a positive relationship between sensory defensiveness and anxiety, (b) there will be a positive relationship between sensory hyposensitivity and depression, (c) there will be a negative relationship between the levels of anxiety and depression and overall adaptive behaviors, and (d) there will be a negative relationship between levels of hyper and hyposensitivity and overall adaptive behavioral functioning.
Method. Parents of 46 children and adolescents between the ages of 6 and 17 diagnosed with Asperger Syndrome based on the DSM-IV-TM criteria completed the (a) Sensory Profile for children ages 6 to 10 or the Adolescent/Adult Sensory Profile for adolescents ages 11 to 17; (b) the Adaptive Behavior Assessment System: Parent Version; (c) Revised Children's Manifest Anxiety Scale Adapted Parent's Version; and (d) the Children's Depression Inventory Adapted Parent's Version. Descriptive statistics and the Pearson product-moment coefficient of correlation calculations were used for data analysis.
Results. There were statistically significant positive correlations between anxiety and sensory defensiveness (r = .270, p = .035) in the total group and depression and sensory hyposensitivity in only the older group (r = .461, p =.024). There was an inverse significant relationship between depression and the total adaptive behaviors score (r = −.256, p = .043) and specific inverse relationships with the adaptive behaviors of functional academics, leisure and social skills. The relationship between anxiety and adaptive behaviors was not significant (r = −.121, p = .212) although there was a significant inverse relationship between sensory defensiveness and adaptive behaviors (r = −.254, p = .044). The relationship between hyposensitivity and adaptive behaviors approached significance (r = −.214, p = .077).
Conclusion. The data supports relationships between anxiety and sensory defensiveness in all age ranges and the relationship between depression and hyposensitivity in older children. A temporal relationship between anxiety and depression may explain the developmental nature of the results. Depression and sensory defensiveness demonstrated significant inverse relationships with overall adaptive behavior functioning. Occupational therapy evaluations and interventions need to address these relationships when treating children with Asperger Syndrome.
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Wilson, Beverly Jean. "Sensory Gardens for Children With Autism Spectrum Disorder." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193299.
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One of every 166 children born today could be diagnosed with Autism Spectrum Disorder (ASD) (CDC 2006). Growing bodies of evidence show sensory integration issues may be at the root of many of the symptoms children with ASD exhibit. Sensory integration is defined as the ability to feel, understand, and organize sensory information from the body and environment. The issues surrounding sensory integration are reflected in both hypersensitive and hyposensitive reactions by children with ASD to the vestibular, proprioception, visual, audio, tactile, and olfactory senses.The goal of this paper is to address the sensory integration issues of children with ASD by creating a sensory garden which would allow them to focus on therapeutic and diagnostic interventions. By using the principles and elements of design, guidelines for this garden focused on producing calming effects for hyper reactive children with ASD and stimulating effects for hypo reactions.
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DeBoth, Kelle K. "SENSORY-BASED SUBTYPING IN CHILDREN WITH AUTISM SPECTRUM DISORDER." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4150.
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Children with autism spectrum disorder (ASD) present with a myriad of diagnostic characteristics and associated behaviors. Secondarily, this population is extremely heterogeneous. Efforts have been made by many disciplines to identify more homogenous subgroups in order to improve both research and clinical outcomes. In occupational therapy, the focus has been on establishing sensory-based subtypes. This dissertation is a compilation of three separate research papers related to sensory-based subtypes in children with ASD.
The first paper is a systematic review on sensory subtyping systems published in the last 12 years. Findings indicate that the majority of subtyping schemes characterize group differences by patterns of sensory responsivity (i.e., hyperresponsivity, hyporesponsivity and sensory seeking). One subtyping scheme has emerged as the most well researched of these, and includes responses to specific sensory domains for four different subtypes. The subsequent two papers presents additional research examining this subtyping system.
The second paper examined neurophysiological response to sensory stimuli between the four subtypes. Salivary cortisol, skin conductance level (SCL) and respiratory sinus arrhythmia (RSA) were used examine neuroendocrine function, parasympathetic and sympathetic nervous system responses. Results indicate that parasympathetic response (as indexed by RSA) may best distinguish subtypes with typical sensory processing versus those with atypical sensory processing. More discrete differences between each of the subtypes hallmarked by different sensory processing differences were less substantial.
The third paper examined functional and adaptive behaviors, in addition to clinical behaviors (psychopathology) in relationship to subtype membership. Subtypes with greater sensory processing dysfunction were found to have poorer communication, socialization and performance of daily living skills. In addition, subtypes with atypical sensory processing characteristics had higher levels of internalizing and externalizing behaviors. Again, certain subtypes were not found to differ significantly from each other on these measures.
Overall findings suggest that current sensory-based subtyping schemes may not fully explain sensory processing differences or the variety of behavioral traits observed in this population. In addition, neurological reactivity patterns may not completely align with these subtype divisions. Stronger statistical differences found between certain subtypes indicates particular sensory processing characteristics may be more impairing and have more clinical relevance than others.
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Scotch, Melissa. "The Experience of Children Living with Sensory Processing Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4328.
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Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD.
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Ballentine, Felicia. "Sensory experiences of children with an autism spectrum disorder and nursing interventions for over stimulation." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/348.
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Background: Autism spectrum disorders (ASD) are a group of neuro-developmental disorders that are characterized by impaired social interaction, communication, and restricted or repetitive behavior. Children with an ASD also display significant sensory experiences due to sensory disintegration. This integrative review of literature examines the sensory experiences of children with an ASD and determines nursing interventions that will enable them to better cope within the hospital setting. Method: an extensive search of databases and current literature on sensory experiences of children with an ASD and interventions that facilitate coping. Results: Children with an ASD experience a wide range of sensitivity and defensiveness toward stimuli that differs on an individual basis. There is no current research that reflects nursing interventions for children with an ASD, therefore interventions from other heath care occupations were examined and applied to nursing. Conclusion: Further research is needed to better understand sensory defensiveness and research is needed in the area of nursing interventions to enable the best nursing care of children with an ASD.B.S.N.
Bachelors
Nursing
Nursing
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Johnson, Marie A. F. "Why Is He Spinning Around? Understanding Sensory Needs and Social Language in Young Children with Autism." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1546.
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Lawrence, Tami. "Sensory processing disorder : prevalence and influence on participation in children." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/hpd_ot_student_dissertations/8.
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"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Occupational Therapy, Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University."
Sensory processing disorder (SPD) has been shown to affect behavior in children. Children spend much of their time in school, where participation and appropriate behavior are expected. Sensory processing challenges may affect a child's ability to participate in school. However, the prevalence of SPD among nondisabled children, and its impact on participation remains poorly understood and understudied. This study sought to determine the prevalence of SPD and its potential impact upon school participation in children enrolled in kindergarten and first grade. Using a descriptive cross-sectional research design, parents of 123 typically developing children from five public and one private elementary school completed questionnaires to measure sensory processing behaviors. A conservative estimate of the prevalence of SPD was calculated at 8.3% within the sample studied, based upon parent report. The second phase of the study examined relationships and differences between children with and without SPD on various measures of participation in school as observed by teachers. Although no statistically significant differences were found between the children on measures of participation, there was very little agreement between parent and teacher perceptions on the presence of SPD for individual children. Further, statistically significant correlations were found between Short Sensory Profile scores and some measures of participation. These results suggest that perceptions of the presence of SPD may be related to the context in which the student is being observed. Results from this study were limited by the small sample size and low response rate.
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Shunk, Adam W. "Standardized sensory and motor differences in individuals diagnosed with attention deficit/hyperactivity disorder." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379129.
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Previous research has identified motor deficits within the ADHD population, and indicates that these individuals are at an increased risk for difficulties relating to their motor development. The present study, which utilized discriminant function analysis, was unable to document areas of motor impairment for individuals diagnosed with ADHD. Specifically, no evidence of motor impairment was identified on tasks of motor coordination, fine motor dexterity, motor speed and grip strength, which measures the integrity of the motor system at the basic output level. Interestingly, results identified that individuals with ADHD were more proficient in their motor abilities than the normative population. Two mitigating factors were controlled for in this study and were found to impact performance on motor tasks. First, higher level thinking skills such as verbal comprehension, attention control, cognitive sequencing, working memory and executive functions appear to be more responsible for documented performance deficits than an underlying motor deficit. Secondly, the high prevalence of comorbid psychiatric and medical disorders, inherent to the ADHD population, appears to negatively impact performance on motor tasks. In general, individuals with only a diagnosis of ADHD consistently outperformed individuals who had been diagnosed with ADHD and comorbid disorders.This study also examined the sensory and subcortical abilities of individuals with ADHD. Results indicate that these children are similar to their same age peers in their visual perception, visual acuity, auditory discrimination and tactile perception. Finally, this study was unable to identify evidence of impairment in the subcortical abilities of ADHD individuals. In fact, individuals with only a diagnosis of ADHD outperformed the control group across a majority of tasks assessing subcortical abilities. Comorbidity also appears to negatively impact performance on sensory and subcortical tasks, especially for individuals with comorbid medical conditions. Overall, results from this study impact the field of research which previously identified motor performance deficits in the ADHD population. Further research is needed to examine the sensory and motor abilities of ADHD individuals to understand the performance abilities of individuals with ADHD.Department of Educational Psychology
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Spira, Geela. "Sensory intervention to improve sleep behaviors and social participation of children in Israel with Sensory Modulation Disorder." Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_ot_student_dissertations/35.
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The aim of this study was to investigate a sensory intervention of moderate pressure touch on children with sensory modulation disorder on the outcomes of sleep behaviors and social participation. 50 children, aged 6-11 years, with both sensory modulation disorder and sleep difficulties were randomly divided into an experimental group and a control group. The experimental group participants received three weeks of nightly massage by their parents. The parents filled out questionnaires reporting on sleep behaviors, sensory modulation, and social participation, as well as recording a sleep log, and determining goal attainment scaling goals. The questionnaires used were the Short Sensory Profile, the Child Sleep Habits Questionnaire, the Child Behavior Checklist (CBCL), and the Sensory Processing Measure social sub-section. Significant improvement was found between the total and sub-group scores of sleep and social participation measures. While obstructive sleep disorders remained unchanged, behavioral sleep difficulties of sleep onset, sleep anxiety, parasomnias, sleep duration, and daytime sleepiness, as well as the total sleep scores ( F(1,48)=24.71, p
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Whitcomb, Deborah. "Attachment and sensory modulation : exploring connections in young children." Thesis, NSUWorks, 2014. https://nsuworks.nova.edu/hpd_ot_student_dissertations/5.
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"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Health Care Sciences, Nova Southeastern University."
Attachment and sensory modulation are two processes that co-occur in early development and that have an impact on the future development of the child. Attachment difficulties occur when the child cannot, for whatever reason, use the primary caregiver as a secure base from which to experience the world. Sensory modulation disorder (SMD) is characterized by maladaptive responses to sensory input. Although the literature and current research in the separate areas of attachment and sensory modulation have some parallels with regard to behavioral sequelae, relation to stress, and impact on participation, the relation of the two processes has not been the focus of published research. This research examined the relation between attachment and sensory modulation in 68 children ages 3 to 6. Two assessments were administered during the course of a home visit with each participant and primary caregiver: the Attachment Q-Set (3rd edition; AQS) and the Short Sensory Profile (SSP). There were significant correlations between the AQS security criterion (AQS-S) and the SSP as well as the AQS dependency criterion (AQS-D) and the SSP providing evidence for a relation between attachment and sensory modulation. Significance was found in simple linear regression with the SSP total score and SSP section scores for tactile sensitivity and visual/auditory sensitivity predicting AQS-D scores. Multiple regression calculations were significant for AQS-S and AQS-D predicting SSP as well as SSP section scores predicting AQS-D. These findings support the view of a dynamic model of interaction between attachment and sensory modulation development as well as among the child, the caregiver, the child-caregiver dyad, and the environment.
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Kim, Gail. "Impact of Sensory Adapted Dental Environment on Children with Developmental Disabilities." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5295.
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Purpose: 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 Virginia Commonwealth University Pediatric Dental clinic. Each participant was randomized to a sequence of two dental cleanings, one regular dental environment (RDE) and one SADE with a 3-4-month recall. Outcomes included physiological measures (heart rate and oxygen saturation) and cooperation (Frankl scores).
Results: Study subjects completed a total of 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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Johnson, Michelle E. "An Interprofessional Approach for Promoting Positive & Supportive Dental Care of Children with Sensory Processing Disorder (SPD)." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8546.
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CAMINHA, ROBERTA COSTA. "INVESTIGATION OF SENSORY PROBLEMS IN AUTISTIC CHILDREN: RELATIONSHIP WITH THE SEVERITY OF THE DISORDER." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27825@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Setenta anos após as primeiras descrições de autismo, os prejuízos sensoriais parecem finalmente ganhar um espaço no cenário do transtorno. Hoje já parece haver um consenso de que esses problemas realmente existem e possivelmente estão por trás de muitos dos sintomas encontrados nos autistas. Pesquisas científicas sugerem que até 95 porcento de crianças autistas apresentam problemas sensoriais. Diante da inclusão de critérios sensoriais no próximo DSM-5, torna-se fundamental um número cada vez maior de estudos a fim de esclarecer melhor a especificidade desses problemas no autismo, seus mecanismos de ação, sua prevalência e sua relação com sintomas oficiais do transtorno (prejuízos de interação e comunicação social com padrões restritos e repetitivos de comportamentos, interesses e atividades). Esse trabalho representa, portanto, um ponto de partida de estudos dessa natureza no Brasil. Seu objetivo foi investigar através do questionário Short Sensory Profile (SSP) os prejuízos sensoriais em uma amostra de 28 crianças autistas brasileiras e explorar a relação desses padrões sensoriais com o grau de severidade do transtorno, avaliado através do Childhood Autism Rating Scale, Second Edition (CARS2-ST). Apesar de questões metodológicas, os resultados foram consistentes com a literatura. A maioria das crianças autistas da pesquisa, 82,1 porcento apresentou algum grau de problema sensorial. No grupo de crianças com autismo severo, a incidência de problemas sensoriais foi de 94,4 porcento. Uma análise do perfil sensorial geral revelou que 85,7 porcento das crianças apresentaram dificuldades na categoria Auditory Filtering, 60,7 porcento na categoria Low Energy/Weak e 53,6 porcento na categoria Underresponsive/Seeks Sensation, sendo esta última a categoria que apresentou a maior correlação com o grau de severidade do autismo. Os resultados, assim como as limitações do estudo e orientações futuras são discutidos.
Seventy years after the first descriptions of autism, sensory problems seem to finally have its place in the scenario of the disorder. There seems to be a consensus about the existence of these problems and their possible role behind many of the symptoms found in autism. Scientific research suggests that up to 95 percent of children with autism have sensory issues. Given the inclusion of a sensory criteria in the upcoming DSM-5, it becomes essential to have a growing number of studies to further clarify the specificity of these problems in autism, their mechanisms of action, its prevalence and its relationship with the official symptoms of the disorder (social communication and interaction impairments with restricted and repetitive patterns of behaviors, interests and activities). This work therefore represents a starting point for studies of this nature in Brazil. Its goal was to investigate, through the Short Sensory Profile (SSP), sensory problems in a sample of 28 Brazilian children with autism and explore the relationship of the sensory patterns with the severity of the disorder, measured by the Childhood Autism Rating Scale, Second Edition (CARS2-ST). Despite methodological issues, the results were consistent with the literature. Most of the children assessed, 82.1 percent had some degree of sensory impairment. In the group of children with severe autism, the incidence of sensory problems was 94.4 percent. A sensory profile analysis revealed that overall 85.7 percent of the children had difficulties in the Auditory Filtering category, 60.7 percent in the Low Energy / Weak category and 53.6 percent in the Underresponsive / Seeks Sensation, the latter being the only category that correlated the most with the severity of autism. The results, as well as the study s limitations and future directions are discussed.
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Jasmin, Emmanuelle. "Impact of sensory responses and motor skills on functional skills in activities of daily living of pre-school children with autism spectrum disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101853.
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Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Control groups are also included: eight children with developmental delay (DD) and five children with typical development (TD). A battery of diagnostic and clinical tests was used. Results. ASD and DD groups have significantly more atypical sensory responses than the TD group as measured by the Sensory Profile. The ASD group has significantly poorer motor skills than controls (TD and DD) based on the Peabody Developmental Motor Scales --2nd edition (PDMS-2). Self-care skills of the ASD group fall below 2 standard deviations (SD) on the Functional Independence Measure for Children (WeeFIM). Daily living skills (DLS) of the ASD group are significantly poorer than controls on the Vineland Adaptive Behavior Scales -- Second Edition (VABS-II). The largest percentage of variability in self-care skills, as measured by the WeeFIM, is explained by cognitive functioning and auditory processing, while personal skills, as measured by the VABS-II, are predicted by fine motor skills and sensory avoiding. Conclusion. Pre-school children with ASD, but also children with DD, react differently to sensory stimuli than typically developing children. Also, children with ASD have significantly poorer motor skills than DD and TD children. These sensory and motor difficulties affect the functional skills in ADL. Therefore, it will be important clinically to individually assess and consider sensori-motor and functional skills in ADL of children with ASD. Future interventions may then aim at improving and supporting the development and autonomy of these children. In turn this may assist caregivers by reducing their care load.Keywords: autism spectrum disorders, sensory responses, motor skills, functional skills, activities of daily living
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Monroe, Ellen. "School-Based Speech-Language Pathologist's Perceptions of Sensory Food Aversions in Children." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3735.
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Sensory Food Aversions occur frequently in children who are likely to appear on Speech-Language Pathologist’s (SLP’s) caseloads. The lack of research regarding intervention for Sensory Food Aversions in schools and the assertion of a gap in school-based services for children with feeding disorders was a significant indicator for the need of the study. A quantitative, descriptive, exploratory research design was selected using a self-developed questionnaire in order to exploreschool-based SLP’s perceptions of their knowledge and skills related to Sensory Food Aversions, as well as determine resources available for working with this population. Findings from the study suggest a need for educational training, emphasize the advocacy role of an SLP, and shed light on the challenges/barriers SLPs face in regard to treating Sensory Food Aversions in schools. This study may be useful for SLPs in order to meet the needs of children with Sensory Food Aversions.
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Nikolic, Melissa Tatyana. "The Effect of Auditory Sensory Abnormalities on Language Development in Young Children with Autism Spectrum Disorder." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_hontheses/8.
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Autism Spectrum Disorder (ASD) is a developmental disorder characterized by atypical development in the domains of social, emotional, language and cognitive functioning in the first few years of life. Research indicates an associated phenomenon of sensory processing abnormalities in the ASD population (Baker, Lane, Angley, & Young, 2008), and specifically auditory domain (Tecchio et al., 2003) which may relate to language deficits (Baranek, David, Poe, Stone & Watson, 2006). This study researched the effect of auditory sensory abnormalities on language in young children with ASD (n = 118), specifically receptive and expressive language and prosody. A specific subdomain of auditory abnormalities, sensory seeking, was found to be predictive of expressive language (β = .30, p=.009), perhaps due to a focus on auditory stimuli to the exclusion of expressive language interaction. There was no significant effect for receptive language (β = .16, p=.16) and prosody (β = -.09, p=.493).
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Bernard, Rachel. "Effectiveness of Different Therapies and Modalities used in Children with Autism." Wittenberg University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1617874066765644.
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Santanello, Patricia Jane Ed D. "The Experiences of Parents/ Caregivers of Children with Autism Spectrum Disorder at a Sensory Friendly Theatre Performance." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595544825926404.
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de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.
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Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009The purpose of this study was to explore the impact that sensory processing had on the learning and development of two Grade R learners that experience Asperger's Syndrome. The present study is grounded in theories originating from the works of Piaget (1973 & 1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The informal, flexible education experienced in Grade R classes reflects both the OBE curriculum and inclusive education systems found in South Africa. The main medium of learning is through sensory experiences, therefore it was necessary to research how two AS learners would learn and develop and explore their world through their senses. This research approach was purely qualitative. Multi-methods of data collection, particularly interviews and observations were used. The sample size was two independent case studies, using learners aged between five and seven, who had been clinically diagnosed with Asperger's Syndrome (AS). The two AS learners both attended mainstream Grade R classes and both had facilitators. The findings of the study answer the key research question: “What is the impact of sensory processing difficulties on the learning and development of two learners experiencing Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing had on the learning and development of learners experiencing AS. The learners had difficulty learning new skills and concepts. Although they were both bright learners, they were perceived as underachievers. Identifying these sensory difficulties and creating awareness among educators, can have a positive impact on these learners' adaptability in a mainstream school environment. This study recommends that early intervention with AS learners is vital for their future learning and development. The interpretation of body language and social skills of normal learners needs to be taught to learners with AS so they can begin to socialise with other learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good practices should be shared with educators and caregivers, so that they can focus on the AS learners' strengths and positive character traits. The multi-disciplinary team need to work together to offer support to these learners assisting them to develop to their full potential
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Smoot, Senia I. "Effect of an Acute Sensory Integration Therapy on the Postural Stability and Gaze Patterns of Children with Autism Spectrum Disorder." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1386151416.
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Svensson, Elisabeth. "Hand function in children and in persons with neurological disorders : aspects of movement control and evaluation of measurements." Doctoral thesis, Umeå : Department of Community Medicine and Rehabilitation, Physiotherapy, Umeå University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-22042.
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Duffield, Kasey Marie. "Perceptual Analysis of Children's Adaptation to an Electropalatography Sensor." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6817.
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The purpose of this study is to observe childrens adaptation to an electropalatographic (EPG) sensor. Sound recordings of six children between the ages of 7;0 and 9;11 sampled at 30-minute intervals over a two-hour period of wearing an EPG sensor were perceptually evaluated to quantify the children's adaptation over time. Twenty native speakers of American English evaluated the pronunciation of a series of words with embedded stops and fricatives produced with and without an EPG sensor in place. When collapsed over speaker and stimulus type, listener ratings decreased significantly after inserting the EPG sensor. Ratings then increased significantly after the sensor was in place for 30 minutes, and again after 60 minutes. No significant improvement in pronunciation was noted between the 60- and 120-minute test intervals, and adaptation did not reach preplacement levels until the sensor was removed. Mixed results were found in how speakers adapted across the different stimulus types. Adaptation was most consistent across speakers for the conversation conditions, but occurred most rapidly for /s/ and /k/. Speakers showed the best overall adaptation for the phoneme /t/ by the end of testing. These results are similar to several adaptation studies with adults, and the two studies with children. Results from this study will help speech pathologists effectively use EPG technology to help children accurately pronounce speech sounds, and to generalize these pronunciations to their normal speech.
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McVey, Michelle J. M. "The level of agreement between parents/caregivers and school staff on the short sensory profile completed for children with autistic spectrum disorder." Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/17448/.
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Background Sensory sensitivity (SS) is defined as the level to which an individual is able to regulate their responses to sensory input. Children with Autistic Spectrum Disorder (ASD) have been found to display unusual and abnormal levels of SS. These variabilities in SS have been associated with poorer levels of adaptive behaviour, behavioural difficulties and emotional problems. Parental questionnaires are frequently used to assess children’s SS. However concern has been raised regarding the use of parents as the sole informant. This study aimed to assess whether parental reports of children’s SS were consistent with alternative informants’ (school staff) reports. Methods The Short Sensory Profile (SSP: Dunn, 1999) was administered to 72 pairs of parents/caregivers and school staff, to be completed for children with ASD (aged 4 to 18 years). This 38 item questionnaire highlights variations of sensory modulation and provides a total score, and 7 factor/subsection scores relating to different aspects of sensory processing (e.g. auditory filtering). This study utilised intraclass correlation coefficient (ICC) values to assess the level of agreement.
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Petrikaitė-Gedutienė, Justina. "Kineziterapijos poveikis 10-15 metų vaikų, turinčių cerebrinį paralyžių, jutimų ir bendrosios motorikos raidai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060510_113351-34750.
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Closely interrelated motoric and sensoric mechanisms are the ones of the main components of the motoric system. Most motoric functions are dependent on integration of sensoric systems. The greatest focus during KT procedures is given to making a movement and postural maintenance, irrespective of the importance of sensoric information. Therefore, sensoric research on the children with cerebral palsy remains relevant and requires more thorough examination.
Purpose of the paper is to overview KT principles applied in case of cerebral palsy and define the influence of kinesitherapy on development of senses and general motorics in 10-15 year old children. The following tasks were set in the paper: 1) To evaluate the sensoric disorder in children with cerebral palsy, depending on the form and type of cerebral palsy; 2) Establish the developmental level of general motorics in children with cerebral palsy; 3) Evaluate influence of KT on development of senses and general motorics in 10-15 year old children with cerebral palsy.
12 children with cerebral palsy took place in the research. Examinees had specific forms of cerebral palsy including spastic hemiplegia, or hemiparesis, spastic diplegia, spastic tetraplegia and type of ataxic palsy. In the course of research, KT procedures had been applied for 9 months. The following research methods were applied in the paper: literary analysis; testing (Assessment Test on the Function of Bodily Movements; Methods of Research on Senses... [to full text]
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Urbain-Gauthier, Nadine. "Caractéristiques du profil développemental et des interactions des jeunes enfants agressifs : étude comparée des facteurs environnementaux, du tempérament, de la sensorialité et du jeu chez l'enfant." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB250.
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L'agressivité excessive chez les jeunes enfants est un problème important en santé mentale, entraînant des dysfonctionnements en famille et en collectivité. Les objectifs de cette étude sont de : a) spécifier les troubles cliniques chez 70 jeunes enfants âgés de moins de 5 ans, orientés pour de l'agressivité physique excessive ainsi que leur profil développemental (tempérament, langage et développement psychomoteur) ; b) cerner les caractéristiques des attitudes éducatives parentales et celles des interactions maternelles et les articuler avec les profils développementaux des enfants ; c) comparer ces données avec celles recueillies auprès d'une population de 80 jeunes enfants typiques du même âge. Les résultats montrent que 60% des enfants cliniques (Age moyen = 3,5 ans) présentent un trouble de la régulation sensorielle. Les enfants cliniques manifestent fréquemment des troubles du sommeil concomitants et un retard de langage. Leur tempérament est caractérisé par une impulsivité importante et des difficultés de contrôle inhibiteur. Les attitudes éducatives parentales sont à la fois laxistes, surréactives et hostiles. Les interactions mère-enfant semblent perturbées et ceci, dès le plus jeune âge. Les résultats sont discutés en termes de stratégies thérapeutiques adaptées qui peuvent être proposées pour aider ces jeunes enfants et leurs parentsExcessive aggression in young children is of major concern in the field of child mental health. They often disturb family and social life. The first aim of this study is to specify the clinical troubles and the developmental profile (temperament, language and psychomotor development) of 70 preschool children under 5 years referred for excessive physical aggression. The second aim is to define parenting characteristics and mother-child interactions and to articulate them with the children's developmental profile. The third aim is to compare these data with a typical population of the same age. The results show that 60 % of the clinical children (Average age = 3,5 years) present a disorder of the sensory processing. The clinical children show frequently concomitant sleeping disorders and delay of language. Their temperament is characterized by an important impulsiveness and difficulties of effortful control. Parenting is characterized by laxness, overreactivity and hostility. Children with excessive aggression evolve in disrupted mother-infant interactions from the youngest age. The results are discussed in terms of their implications for the therapeutic interventions that may be designed to help these young children and their family
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Ceni, Diana Colombeli. "Fisioterapia na Síndrome de Seckel: proposta de intervenção através de estimulação sensório-motora." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/751.
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A Síndrome de Seckel é uma síndrome genética autossômica recessiva rara, com incidência inferior a 1 portador a cada 1.000.000 de nascidos vivos. Devido a esta baixa incidência, há pouca bibliografia publicada, em sua maioria composta por artigos médicos de relato de caso, sem abordagem sobre os métodos de tratamento fisioterapêutico nos casos de portadores que apresentam atraso no desenvolvimento motor normal. Esta dissertação propõe uma proposta de intervenção de tratamento fisioterapêutico baseado na estimulação sensório-motora para portadores da Síndrome de Seckel com atraso no desenvolvimento motor normal. Foi realizado um estudo de caso com um paciente com diagnóstico clínico da síndrome, ao qual foi aplicado o instrumento de tratamento. A pesquisa iniciou com a avaliação da Medição da Função Motora Grossa, posteriormente o paciente participou das oito sessões propostas pelo instrumento e foi novamente avaliado. A mensuração dos ganhos obtidos pelo paciente para a diminuição do atraso no desenvolvimento motor normal foi obtida pela comparação entre a avaliação inicial e final. Foi analisada cada evolução obtida pelo paciente de forma percentual. O resultado obtido nesta pesquisa apresenta a eficácia da utilização do instrumento de tratamento fisioterapêutico através da estimulação sensório-motora para portadores de Síndrome de Seckel para diminuir o atraso no desenvolvimento motor normal e contribui para a bibliografia sobre o tema.Seckel syndrome is a rare autosomal recessive genetic syndrome, with an incidence of less than 1 carrier every 1,000,000 births. Because of this low incidence, there is little published literature, mostly composed of medical articles reporting case without approach on methods of physiotherapy in cases of patients who have normal motor developmental delay. This paper proposes an intervention proposal of physiotherapy based on sensorimotor stimulation for Seckel syndrome patients with normal motor development delay. We conducted a case study of a patient with a clinical diagnosis of the syndrome, which was applied to the treatment instrument. The research began with a review of the Gross Motor Function Measure, the patient subsequently participated in eight sessions proposed by the instrument and was again evaluated. The measurement of the gains made by the patient to reduce the delay in normal motor development was assessed by comparing the initial and final assessments. We analyzed each patient evolution obtained by a percentage. The results obtained in this study shows the effectiveness of using the instrument of physical therapy through sensorimotor stimulation for patients with Seckel syndrome to decrease the delay in normal motor development and contributes to the literature on the subject.
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Jussila, K. (Katja). "On the autism spectrum?:recognition and assessment of quantitative autism traits in high-functioning school-aged children. An epidemiological and clinical study." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526223827.
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Abstract Background: There is wide variability in the phenotypic manifestation of autism spectrum disorder (ASD). Recognizing autistic traits behind socio-emotional and adaptive problems in children with normal cognitive level can therefore be challenging. Aims and methods: The purpose of this study was to find tools for recognition of autism traits for clinicians working in primary/secondary settings. Two internationally used and empirically valid quantitative screeners, the Autism Spectrum Screening Questionnaire (ASSQ) and the Social Responsiveness Scale (SRS), were translated into Finnish and evaluated among high-functioning elementary school-aged children. An epidemiological target population of 8-year-old children (N=4,408) including 28 children with ASD was rated by parents and teachers using the ASSQ in order to assess cut-off scores for the Finnish ASSQ, and sensory abnormalities (SA) were determined in order to estimate the prevalence of SAs, and to investigate associations between sensory-perceptual problems and quantitative autism traits (QAT). The SRS was evaluated in a clinical ASD case (N=44)-control (N=44) study. It was also studied whether QAT of family members were associated with child QAT using the SRS. Results: Collecting parent and teacher ASSQ ratings and a cut-off of summed 30 points are recommended for ASD diagnostic assessments. The Finnish SRS was able to differentiate children with ASD from a normative child sample. The prevalence of SAs was 8% in the general population and 54% in the ASD sample. Tactile, auditory and olfactory hypersensitivities were associated with an elevated risk for an ASD diagnosis and auditory hypersensitivity explained the variance in the ASSQ scores among the ASD sample. In the normative sample, mother-child SRS QAT were more strongly associated, whereas in the ASD sample, a stronger positive correlation was found between father and child SRS QAT. Conclusions: In ASSQ screening, it is essential to collect both parent and teacher assessments. The SRS offers valuable information for determining the focal points of rehabilitation and evaluating treatment outcome. The SAs of the child as well as high QAT levels of male family members are indicators of an elevated risk for ASDTiivistelmä Tausta: Autismikirjon häiriön kliininen oirekuva vaihtelee henkilöstä toiseen. Tästä johtuen autististen piirteiden tunnistaminen lapsen sosioemotionaalisten ja sopeutumisvaikeuksien taustalta voi olla haasteellista. Tavoitteet ja menetelmät: Tutkimuksen tarkoituksena oli etsiä kognitiivisesti hyvätasoisten peruskouluikäisten parissa työskenteleville kliinikoille apukeinoja autististen piirteiden tunnistamiseen. Kaksi kansainvälisesti käytettyä seulontamittaria, Autismikirjon seulontalomake (ASSQ) ja Sosiaalisen vastavuoroisuuden arviointiasteikko (SRS), käännettiin suomeksi ja niiden psykometrisiä ominaisuuksia arvioitiin. Lisäksi tutkittiin, olivatko aistipoikkeavuudet tai vanhempien autistismipiirteisyys yhteydessä peruskouluikäisen lapsen autismipiirteisyyteen. Vanhemmat ja opettaja täyttivät ASSQ:n 8-vuotiaista epidemiologisen kohderyhmän lapsista (N=4408), joista 28:lla oli autismikirjon häiriö, ja kohderyhmän lasten aistipoikkeavuudet kartoitettiin. ASSQ:n seulontarajat sekä aistipoikkeavuuksien esiintyvyys ja yhteys autismipiirteisyyteen määritettiin. SRS evaluoitiin ja perheen sisäisen autismipiirteisyyden vertailu tehtiin kliinisessä autismikirjo (N=44)-verrokki (N=44)-aineistossa. Tulokset: Vanhempien ja opettajan ASSQ-arviointien yhteenlaskettu pistemäärä 30 oli parhaiten toimiva seulontaraja autismikirjon häiriön diagnostisia tutkimuksia varten. SRS erotteli autismikirjon lapset normiaineistosta. Aistipoikkeavuuksien esiintyvyys kokonaisväestössä oli 8 % ja autismikirjon lapsilla 54 %. Tunto-, kuulo- ja hajuyliherkkyys olivat yhteydessä kohonneeseen autismikirjon häiriön riskiin ja kuuloyliherkkyys selitti autismipiirteisyyden vaihtelua autismikirjon lapsilla. Normiaineistossa lapsen ja äidin autismipiirteisyys olivat vahvemmin yhteydessä toisiinsa, kun taas autismikirjon lasten perheissä lapsen ja isän autismipiirteisyys olivat vahvemmin yhteydessä toisiinsa. Päätelmät: ASSQ-arvioinnissa on ensiarvoisen tärkeää kerätä tietoa lapsen käyttäytymisestä sekä koti- että kouluympäristöstä. SRS on käyttökelpoinen määriteltäessä kuntoutuksen painopistealueita ja kartoitettaessa sen vaikuttavuutta. Lapsen aistipoikkeavuudet sekä hänen miespuolisten perheenjäsentensä vahva autismipiirteisyys viittaavat autismikirjon häiriön mahdollisuuteen
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Muro, Catherine Ann. "Sensory Processing Disorders and ADHD Subtypes." Master's thesis, Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/138931.
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Occupational TherapyM.S.
The purpose of the study was to explore sensory processing patterns with children ages 5 to 12 years who are diagnosed with two subtypes of ADHD, inattention and hyperactive- impulsive and with children who do not have ADHD. The study delineated children with ADHD from a control group of children without ADHD and how sensory processing issues affect the population with ADHD. The participants were parents or caregivers of children aged 5 to 12 years diagnosed with ADHD and parents or caregivers of children aged 5 to 12 years without a diagnosis of ADHD. The participants totaled 45 with 26 participants in the ADHD group and 19 participants in the non ADHD group. Parents or caregivers completed the SSP Caregiver Questionnaire, the Sensory Processing Measure [SPM], and the Connors Parent Rating Scale-Revised: Short Form. The independent t-test was the statistical procedure used to determine whether the means of the ADHD and non-ADHD groups were statistically different from each other. A Pearson correlation was calculated to measure the degree of association between the children with ADHD and non-ADHD with the types of sensory processing patterns. Finding suggested that children who score high on these ADHD scales have more sensory processing difficulties. Children with hyperactivity ADHD scored a significantly higher mean then children with inattention on an auditory subtest and on a under responsive subtest. Children with inattentive ADHD scored a significantly higher mean than children with hyperactivity on a touch subtest.
Temple University--Theses
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Goulème, Nathalie. "Indicateurs posturaux et oculomoteurs impliquant l’intégration cérébelleuse dans les troubles neuro-développementaux." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS020.
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Le contrôle postural fait intervenir l’intégration cérébelleuse de différentes entrées sensorielles (le vestibule, la vision, la somesthésie). Nous avons évalué le contrôle postural à l’aide de différents dispositifs : la plateforme Techno Concept®, le Multitest Framiral® et les mouvements oculaires avec l’oculomètre : le Mobile e(ye)BRAIN T2® chez des participants contrôles et des enfants présentant des déficits neuro-développementaux, troubles appartenant au spectre autistique et dyslexie. Au cours de nos travaux, nous avons décrit un aspect développemental physiologique des indices posturaux et oculomoteurs et également un déficit de ces indicateurs auprès d’enfants avec retards d’apprentissage. En effet, chez ces enfants, la stabilité posturale est déficitaire et les stratégies d’exploration sont différentes par rapport aux contrôles. Nous avons basé nos hypothèses sur le fait que ce déficit serait du à un défaut d’utilisation des informations sensorielles ainsi qu’à une mauvaise intégration cérébelleuse. Les résultats de nos études nous permettent de mieux préciser les caractéristiques neuropsychologiques impliquant les fonctions cérébelleuses chez ces enfants afin de pouvoir suggérer des prises en charge thérapeutiques multimodales capables d’entrainer simultanément plusieurs fonctions. Notre objectif final est de pouvoir identifier une médiation thérapeutique spécifique pour ces enfantsPostural control involves cerebellar integration of several sensory inputs (vestibular, visual and somesthesic). We evaluated postural control with force plateform: Techno Concept®, Multitest Framiral® and the eye movements with the Mobile e(ye)BRAIN T2® in healthy children population as well as in children with developmental disorders (autistic spectrum desorders and dyslexia). The results of our studies showed a developmental aspect of postural and oculomotor factors in healthy children and a deficit of both postural and oculomotor control in children with autistic spectrum desorders and with dyslexia. Indeed, in these children postural stability is poor and visual strategy is different with respect to healthy children. Our hypothesis is that these deficits could be due to a lack in using appropriately sensory inputs and of their integration via cerebellar activity. The importance of these studies is to better understand the involvement of cerebellar function in such developmental disorders. Our final goal is to suggest new training tecniques to use sensory inputs more efficiently in these children with developmental disorders
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Tomchek, Scott David. "CHARACTERIZING SENSORY PROCESSING IN AUTISM SPECTRUM DISORDERS." UKnowledge, 2005. http://uknowledge.uky.edu/gradschool_diss/455.
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Rationale: Autism is a neurodevelopmental disorder with onset prior to the age of three years characterized by qualitative impairments in social interaction and communication skill, along with a restricted repetitive and stereotyped pattern of behavior, interests, and activities. In addition to these core diagnostic features, aberrant sensory responding has also been widely reported in the literature describing children and adolescents with autism spectrum disorders (ASD). Aberrant sensory processing has, however, been infrequently studied compared to communication and cognition in autism and existing studies have had multiple methodological deficiencies, especially with sampling procedures. Purpose. The purpose of this study is to describe patterns of sensory processing found in children with an ASD to test the relationship(s) of these patterns to diagnostic and developmental variables. Method. Retrospective data collection was used to collect developmental and sensory processing variables of 400 children with an ASD. Sensory processing abilities were measured by the SSP. Results. The majority of the sample (80.5%) had a diagnosis of autism. The average age of the sample was 49.58 months. The adaptive, social, language, and motor developmental variables were consistent with diagnostic patterns in that the children with Asperger Disorder demonstrated higher developmental levels than the children with autism and PDD-NOS. Eighty-nine percent of the sample demonstrated some degree of sensory processing dysfunction on the SSP Total Score with the greatest difficulties reported on the Underresponsive/Seeks Sensation, Auditory Filtering, and Tactile Sensitivity sections. Exploratory factor analysis identified 6 parsimonious factors: Low Energy/Weak, Tactile and Movement Sensitivity, Taste/Smell Sensitivity, Auditory and Visual Sensitivity, Sensory Seeking/Distractibility, and Hypo-responsivity. These factor variables contributed to explaining the differences in five of six developmental variables of the sample that are associated with the diagnosis of autism. Receptive language, adaptive and expressive language performance were significantly correlated with sensory processing factor scores. Conclusions. Together, the sensory processing findings noted in this study describe a pattern of dysfunctional sensory modulation. These findings have significant implications for intervention programs involving individuals with an ASD, given the potential impact of these findings on a childs ability to maintain active engagement.
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Wright, Craig, and n/a. "Sensory Processing in Dyslexic Children." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061018.153411.
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This study tested the prediction that a group of dyslexic children (n = 70) would be less sensitive to auditory and visual temporal stimuli than a control group (n = 52). In the auditory domain, detection thresholds for 2 Hz FM, 2 Hz AM and 20 Hz AM were assessed. The modulations in these stimuli are detected on the basis of temporal cues. In contrast, the modulations in the control stimulus 240 Hz FM modulate too rapidly to be detected with temporal cues. The dyslexic group were significantly less sensitive than the control group to the temporal and non-temporal measures at initial testing (Phase 1) and again nine months later (Phase 4). These data demonstrated that the auditory deficit in the dyslexic group was more general in nature than had previously been suggested. In the visual domain, sensitivity to global coherent motion was assessed. The dyslexic group were significantly less sensitive than the control group on this measure at both phases of the study. Despite the overall between group differences, the magnitude of the effects were low to moderate. There was also substantial overlap between the performance of the two groups on the sensory processing measures. A deviance analysis was conducted to determine the proportion of dyslexic individuals who had sensory processing deficits. When data from each phase was examined separately, the incidence of sensory processing deficits in the dyslexic group was comparable to previous studies. However, when the data from both phases was combined, only 5-18% of the dyslexic group had impairments on any of the sensory tasks that were stable across time. Nevertheless, these results do not preclude sensory processing making a contribution to reading difficulties in some children. When the relationship between sensory processing thresholds and reading ability was considered, sensitivity to auditory and visual temporal measures accounted for significant unique variance in phonological processing, orthographic coding and overall reading skill, even after accounting for IQ and vigilance. This study was also tested the prediction that visual attention can explain the link between visual temporal processing and reading. Vidyasagar (1999) proposed that the magnocellular (M) system, which processes temporal stimuli (e.g., motion), is also important for efficient functioning of an attentional spotlight. This spotlight is proposed to arise in parietal cortex (a major endpoint of the M system), and is involved in highlighting areas for detailed visual processing when performing visual tasks, such as visual search or reading. It was predicted that only those dyslexic participants with motion detection impairments would also be impaired on a serial search task that required the attentional spotlight. On average, the dyslexic group had significantly slower serial search than the control group. However, the magnitude of effect was small and a deviance analysis demonstrated that only 8.5% of the dyslexic group had stable impairments relative to the control group. Furthermore, only one of the six dyslexic participants with a visual attention impairment had a co-existing deficit in detecting coherent motion. Thus, visual attention deficits of this type appear to exist independently of coherent motion deficits. This study also provided important evidence on the reliability of measurement for the sensory processing tasks. The data showed that the test-retest reliability of the sensory measures was only moderate over a nine month period. Test-retest for other cognitive measures over the same time frame was high - including that for an orthographic coding task, which had similar procedure and task demands to the sensory measures. The results also demonstrated that a high proportion of participants in both groups performed inconsistently across time (i.e., they had a threshold indicative of a deficit at one phase and performance within normal limits at the other). Up to 32% of the dyslexic group and 19% of the control group had inconsistent performance on the sensory measures across time. The importance of developing more reliable methods of estimating sensory sensitivity is discussed, as is the need for normative data on sensory processing tasks in order to more accurately make decisions about the incidence of sensory deficits. In summary, this study provided evidence for a relationship between sensory processing and reading. However, the current data demonstrated that sensory processing deficits are not characteristic of all dyslexic individuals. Future research should focus on explaining why only a sub-group of dyslexics have sensory deficits, and also why some control participants have deficits.
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Smith, Richard Stewart. "Unusual sensory experiences in people with autism spectrum disorders." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556147.
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Unusual Sensory Experiences (USEs) are a significant and common issue in Autism Spectrum Disorders (ASDs). People may be over- or under-sensitive to sensory information in any of the sensory domains. These expenences can seriously affect people's lives, causing distress and correlating with impairments in a number of areas of functioning. These experiences have received relatively little attention in research into ASDs. The first paper reviews the literature from the last ten years for treatments for USEs and their sequelae. Results indicate that risperidone and massage therapy can be validly shown to reduce the severity of the USEs and their effects in other areas of functioning. The other treatments have equivocal or inconclusive results and so require more research. In the second paper nine adults with Asperger Syndrome (AS) were interviewed about how their USEs have affected their lives. Results indicated that these experiences had powerful effects in many areas of their internal and social worlds. The experiences could be distressing often leading to escape and subsequent avoidance of certain situations. They could cause rejection from other people. These experiences could therefore often lead to the person with AS becoming extremely isolated. Other experiences could be fascinating and lead to specific sensory abilities which if nurtured could be utilised in jobs or pursuits. These results give evidence for the central role USEs can have in many areas of functioning for people with ASD. Implications for services and future research are discussed.
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Shahana, Nasrin. "Sensory Dysfunction in Children with Tourette Syndrome." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1445609142.
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Tavassoli, Teresa. "Sensory perception in autism spectrum conditions." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610035.
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Kalantari-Darani, Mehrdad. "Conduct disorders in preschool children." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241820.
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Boggs, Teresa. "Eating Disorders in Young Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1507.
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Elangovan, Saravanan. "Auditory Processing Disorders in Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1577.
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Penberthy, Marie Louise. "The identification of vestibular processing dysfunction in disorders of sensory integration." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/26447.
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Ng, Kwok-keung Daniel. "Sleep related breathing disorders in children /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36223724.
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Ng, Kwok-keung Daniel, and 吳國強. "Sleep related breathing disorders in children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007688.
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McClean, Patricia. "Studies into diarrhoeal disorders in children." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335969.
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Trickett, Jayne K. "Sleep in children with neurodevelopmental disorders." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8328/.
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Profiles of sleep disturbance and sleep quality of children with the specific neurodevelopmental disorders of Smith-Magenis syndrome (SMS), Angelman syndrome (AS), autism spectrum disorder (ASD) and tuberous sclerosis complex (TSC) and the relationships between behavioural and health characteristics, age and sleep were described in these groups. Interview data demonstrated that children with AS's sleep disturbance had a negative impact on both parents and children. A homogeneous sleep disturbance profile of severe night waking and early morning waking affected over 70% of children with SMS but more heterogeneous profiles were found for children with AS, TSC and ASD using cross-group questionnaire data comparisons and when compared to typically developing (TD) children. A heightened risk of sleep-related breathing disorders was identified for children with AS and SMS. Compared to TD children, children with SMS had significantly earlier morning wake times and children with AS and SMS had significantly earlier bedtimes according to actigraphy and sleep diary data. Increased daytime sleepiness in children with SMS was associated with increased overactivity and impulsivity. This thesis includes the largest samples of actigraphy data for children with SMS and AS to date. The importance of aetiology of intellectual disability in the profiling of sleep disturbance was evidenced. Areas for further assessment and intervention include sleep-related breathing disorders for children with AS and SMS and individualized assessment of circadian rhythm disorders for both groups.
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Pillay, Sarosha. "Exploring the sensory compatibility of ten children with autism and their mothers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1658_1272845563.
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Children with autism typically present with sensory processing difficulties that affect their ability to relate to people. This qualitative study focused on exploring the sensory processing of children with autism and their mothers, using a frame of reference of sensory integration theory. The purpose of the study was to help mothers gain knowledge and understanding into their own sensory processing so that they could develop a better understanding of their child&rsquo
s sensory processing in order to facilitate better mother-child relationships. An evaluation tool, the Sensory Profiles by Dunn (1999) and the Adolescent/Adult Sensory Profile by Brown &
Dunn (2002) was used as the instrument for gathering information on sensory processing. The population consisted of ten sets of mothers and their children with autism who attend Vera School for Learners with Autism. The Sensory
rofiles was completed to investigate the phenomenological issues regarding the sensory modulation aspects of the parent-child relationship. Each mother received individual feedback on their own and their child&rsquo
s sensory processing. Two focus groups were then conducted with the mothers to determine the value of the information gained from the
rofiles. Data consisted of two audio taped feedback from the focus group. Data was analysed for emerging themes. The three major themes that emerged were, (a) You realize
ow similar you are to your child, (b) I also have needs (c) They walk away and leave you with this wreck of a child. The findings of the study suggest that an understanding of
ensory processing can influence the mother-child relationship positively.
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Shin, Eunice Solae. "Sensory-based Art Therapy for Children with Developmental Trauma." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/20.
Full textAbstract:
This research explores the therapeutic characteristics of the art‟s sensory properties in art therapy treatment for children with developmental trauma. The researcher used interview as a method for gathering data in the qualitative research design. Two art therapists were interviewed individually in order to gain a deeper understanding about the research topic. The participants were selected based on their knowledge and practice utilizing art therapy in cases related to developmental trauma. The data gathered were coded and analyzed for emergent findings. The researcher finds that sensory-based art therapy facilitates regulation of affect and behavior, attachment repair, and the potential to process trauma memory through regression in the art. Also, the therapist‟s role as a witness for the client and a provider of a safe holding space is found to be a crucial component in sensory-based art therapy. These findings suggest implications for clinical practice and the careful construction of sensory-based art therapy according to the client‟s developmental age. Regression stimulated by loose art media may be a key component of trauma treatment. In order to regulate a child‟s affect and behavior, the art material and its quantity must be carefully selected based on its inherent sensory properties. Containment and attachment repair as the overarching goals of the art therapy treatment may also influence the selection of which art materials may be utilized. The researcher recommends a broader research study to explore treatment implications concerning sensory-based art interventions for children with developmental trauma.