Journal articles: 'Sensory integration disorder'

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Mross, Krystian, Marta Jankowska, Agnieszka Meller, Karolina Machowska-Sempruch, Przemysław Nowacki, Marta Masztalewicz, and Wioletta Pawlukowska. "Sensory Integration Disorders in Patients with Multiple Sclerosis." Journal of Clinical Medicine 11, no. 17 (September 1, 2022): 5183. http://dx.doi.org/10.3390/jcm11175183.

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Sensory integration disorder (SID) is also called, interchangeably, sensory processing disorder (SPD). Multiple sclerosis (MS) is an autoimmune, chronic, neurological disease of the central nervous system. Sensorimotor function disorders are present in both multiple sclerosis and SID. The study aimed to assess the SID among patients with MS and included 141 patients with relapse-remitting MS and 72 participants in the control group. To assess SID in both groups, a questionnaire prepared by Daniel Travis was used. Additionally, participants answered questions regarding their age, gender, handedness and in the study group about the duration of the disease, relapses in the past year and the advancement of the disease using EDSS. The occurrence of sensory seeking was significantly more frequent in the MS patients with relapses in the past year. Patients with MS had more often general disorders of sensory integration in the past. However, healthy subjects significantly more often showed the severity of social and emotional disorders in the past. Currently, the group of MS patients has a greater intensity of sensor-based motor abilities. The study revealed more severe SID in MS patients than in the control group. Still, more research is needed in this field.

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Allen, Susan, and Jackie Casey. "Developmental coordination disorders and sensory processing and integration: Incidence, associations and co-morbidities." British Journal of Occupational Therapy 80, no. 9 (June 14, 2017): 549–57. http://dx.doi.org/10.1177/0308022617709183.

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Introduction Children with developmental coordination disorder or sensory processing and integration difficulties face challenges to participation in daily living. To date there has been no exploration of the co-occurrence of developmental coordination disorders and sensory processing and integration difficulties. Method Records of children meeting Diagnostic and Statistical Manual – V criteria for developmental coordination disorder ( n = 93) age 5 to 12 years were examined. Data on motor skills (Movement Assessment Battery for Children – 2) and sensory processing and integration (Sensory Processing Measure) were interrogated. Results Of the total sample, 88% exhibited some or definite differences in sensory processing and integration. No apparent relationship was observed between motor coordination and sensory processing and integration. The full sample showed high rates of some difficulties in social participation, hearing, body awareness, balance and motion, and planning and ideation. Further, children with co-morbid autistic spectrum disorder showed high rates of difficulties with touch and vision. Conclusion Most, but not all, children with developmental coordination disorder presented with some difficulties in sensory processing and integration that impacted on their participation in everyday activities. Sensory processing and integration difficulties differed significantly between those with and without co-morbid autistic spectrum disorder.

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Kelly, Greg. "Sensory Integration and Autistic Spectrum Disorder." Iranian Rehabilitation Journal 2, SpecialIssue (January 1, 2021): 5–8. http://dx.doi.org/10.32598/irj.20.specialissue.1575.1.

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The theory and practice of sensory integration were developed in the late 1960s by an occupational therapist and psychologist, Dr. A. Jean Ayres [1]. Also, known as sensory processing, it is “the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” [1].

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Mukhina, Anastasiia. "Organization of the Sensory Environment in Work with Children with Autism Spectrum Disorders." Bulletin of Luhansk Taras Shevchenko National University 1, no. 6 (344) (2021): 240–49. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-1-240-249.

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The article is dedicated to the peculiarities of application of the method of sensory integration in working with children with autism spectrum disorder. The authors present historical data on the research of the problem of sensory integration, the main psychological characteristics of children with autistic spectrum disorders. It is specified the definition of «sensory integration», criteria of adequate sensory integration in neurotypical people, the fundamental value for the development of which has the operation of four systems that select and analyze information related to the body. The authors of the article outline the peculiarities of the sensory sphere of children with autistic spectrum disorders, the peculiarities of visual, auditory and tactile perception of such children. It is noted that the peculiarities of the sensory sphere of children with autistic spectrum disorders cause learning problems and lead to various types of disadapted behavior. The essence of the method of sensory integration, its contents and tasks are specified. It is determined the basic rules of organization of training sessions applying the method of «sensory integration» and the categories of children with autism spectrum disorders to whom this method should be used first. Moreover, the authors present the main exercises for stimulation of sensory integration. Sensory integration helps develop such skills and psychological entities as concentration ability, emotional organization, abstract thinking, self-acceptance and self-control.

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Tran, Huynh-Truc, Yao-Chuen Li, Hung-Yu Lin, Shin-Da Lee, and Pei-Jung Wang. "Sensory Processing Impairments in Children with Developmental Coordination Disorder." Children 9, no. 10 (September 22, 2022): 1443. http://dx.doi.org/10.3390/children9101443.

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The two objectives of this systematic review were to examine the following: (1) the difference in sensory processing areas (auditory, visual, vestibular, touch, proprioceptive, and multi-sensory) between children with and without developmental coordination disorder (DCD), and (2) the relationship between sensory processing and motor coordination in DCD. The following databases were comprehensively searched for relevant articles: PubMed, Science Direct, Web of Science, and Cochrane library. There were 1107 articles (published year = 2010 to 2021) found in the initial search. Full-text articles of all possibly relevant citations were obtained and inspected for suitability by two authors. The outcome measures were sensory processing impairments and their relationship with motor coordination. A total of 10 articles met the inclusion criteria. Children with DCD showed significant impairments in visual integration, tactile integration, proprioceptive integration, auditory integration, vestibular integration, and oral integration processes when compared with typically developing children. Evidence also supported that sensory processing impairments were associated with poor motor coordination in DCD. Preliminary support indicated that DCD have sensory processing impairments in visual, tactile, proprioceptive, auditory, and vestibular areas, which might contribute to participation restriction in motor activities. It is important to apply sensory integration therapy in rehabilitation programs for DCD in order to facilitate participation in daily activities.

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Paramita, Sila, Naomi Soetikno, and Florencia Irena. "STUDI KASUS PADA ANAK DENGAN REGULATORY SENSORY PROCESSING DISORDER DI KLINIK TUMBUH KEMBANG X." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, no. 2 (October 28, 2019): 367. http://dx.doi.org/10.24912/jmishumsen.v3i2.3873.

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Perkembangan sensori merupakan perkembangan penting bagi individu. Sejak lahir, individu mulai memproses informasi sensori yang diperoleh dari lingkungan. Setiap informasi yang diterima sensori individu akan diintegrasikan dan diolah di otak sehingga menampilkan respons perilaku adaptif. Integrasi sensori dapat membantu individu untuk menguasai kemampuan dasar, seperti bahasa, pengendalian emosi, dan kemampuan berhitung. Masalah dalam integrasi sensori berkaitan dengan masalah dalam pemrosesan informasi sensori yang dikenal sebagai Regulatory Sensory Processing Disorder (RSPD). Ketika individu mengalami masalah dalam pemrosesan informasi sensori, maka individu akan mengalami hambatan baik dalam keberfungsiannya sehari-hari maupun perkembangannya. Masalah sensori dapat dikenali sejak dini melalui karakteristik perilaku yang ditampilkan anak. Oleh sebab itu, penelitian ini bertujuan untuk mengetahui gambaran perilaku anak dengan Regulatory Sensory Processing Disorder. Penelitian ini merupakan penelitian kualitatif dengan metode studi kasus. Partisipan dalam penelitian ini berjumlah satu orang yang merupakan pasien anak pada Klinik Tumbuh Kembang X. Metode pengambilan data menggunakan observasi, wawancara, dan asesmen psikologi. Ada pun sumber informasi diperoleh langsung melalui partisipan, orangtua, dan terapis. Untuk mengetahui gambaran fungsi sensori pada partisipan, peneliti menggunakan daftar observasi wawancara yang tertera pada ICDL-DMIC (2005). Hasil penelitian menunjukkan bahwa partisipan yang terlibat dalam penelitian ini mengalami gangguan pemrosesan sensori dengan tipe sensory-seeking. Partisipan penelitian menampilkan perilaku yang sangat aktif bergerak dan kesulitan memberikan atensi pada tugas yang diberikan. Hal tersebut berdampak pada performa akademis dan interaksi sosial yang dimiliki. Sensory development is an important development for individuals. From birth, individuals begin to process sensory information obtained from the environment. Every information received by an individual sensory receptor will be integrated and processed in the brain so that it displays an adaptive behavioral response. Sensory integration can help individuals to master basic abilities, such as language, emotional control, and numeracy skills. Problems in sensory integration are related to problems in processing sensory information known as Regulatory Sensory Processing Disorder (RSPD). When individuals experience problems in processing sensory information, individuals will experience obstacles both in their daily functioning and development. Sensory problems can be recognized early on through the behavioral characteristics displayed by children. Therefore, this study aims to describe the behaviour of children with Regulatory Sensory Processing Disorder. This research is a qualitative research with case study method. The sole participant in this study is a pediatric patient in the Growth and Development Clinic X. Data collection used observation, interviews, and psychological assessment. Information was also obtained directly through participants, parents, and therapists. To find out the description of sensory functions in participants, researchers used the interview observation list listed in ICDL-DMIC (2005). The results showed that the participants involved in this study experienced sensory-seeking type sensory processing disorders. Participant displayed very active behavior and difficulty in attending to the tasks assigned. This has an impact on academic performance and social interactions.

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Sunanik, Sunanik. "Pelaksanaan Terapi Wicara dan Terapi Sensori Integrasi pada Anak Terlambat Bicara." Nadwa 7, no. 1 (April 20, 2013): 19. http://dx.doi.org/10.21580/nw.2013.7.1.542.

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Abstract The background of this research is the idea that a speech and language disorder is the causes of developmental disorders that are commonly found in children. Such disorder increases rapidly. Some reports put a number of speech and lan-guage disorder in the ranges from 5-10% in school children. This makes the speech delay as the most common disorder in childhood, so that quick treatment and appropriate therapy are highly needed for children with speech delay. The therapies made are speech therapy and sensory integration. The implementation of speech therapy and sensory integration should be given to children as early as possible. Speech therapy and sensory integration in children with speech delay have important role in determining the child's language development and motor skills. Inclusive education is education that puts all learners with special needs in the regular school day. In this kind of education, teachers have full responsi-bility for learners with special needs. Abstrak Penelitian ini dilatarbelakangi bahwasanya gangguan bicara dan bahasa adalah salah satu penyebab gangguan perkembangan yang paling sering ditemukan pa-da anak. Gangguan ini semakin hari tampak semakin meningkat pesat. Beberapa laporan menyebutkan angka kejadian gangguan bicara dan bahasa berkisar 5-10% pada anak sekolah. Hal ini menjadikan keterlambatan bicara adalah kelain-an yang paling umum terjadi pada masa anak-anak, sehingga diperlukan pena-nganan yang cepat dan terapi yang sesuai dengan kebutuhan dan tentunya yang terbaik bagi anak-anak terlambat bicara. Di antaranya adalah terapi wicara dan sensori integrasi. Pelaksanaan Terapi wicara dan sensori integrasi hendaknya diberikan kepada anak sedini mungkin. Terapi wicara dan sensori integrasi pada anak terlambat bicara mempunyai peranan penting dan menentukan perkem-bangan bahasa dan motorik anak selanjutnya.

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Ilic-Savic, Ivana, Mirjana Petrovic-Lazic, and Radmila Resimic. "Sensory integration and its significance for functioning and development of children’s speech." Medical review 74, no. 5-6 (2021): 205–10. http://dx.doi.org/10.2298/mpns2106205i.

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Introduction. Sensory integration involves organizing sensory stimuli that are processed by the brain to produce adaptive responses to environmental demands. For a significant minority of children, sensory processing of information on daily basis may be a huge challenge. Sensory integration dysfunction occurs when the ability of different sensory systems for recognition, processing, and integration of stimuli and combination of information with modulations received from other systems is impaired. Sensory processing therapy. Sensory processing therapy is one of the newest, comprehensive therapeutic methods used in children with various pathologies. Sensory and perceptual development makes the basis to which sensory impressions, woven into social experience and neurological processing, are added to make a perception. That is why it is important to include young children in a stimulating environment that encourages active participation, enabling them to strengthen established neural connections, establish patterns of behavior, and properly understand past and anticipate future challenges. The aim of this study was to present the link between sensory integration and speech. The introduction provided an overview of the role of sensory processing and its significance for the overall child development. Also, the importance of researching sensory processing for the functioning and development of speech in children was emphasized. Conclusion. Finally, theoretical considerations on speech development in some disorders including sensory integration disorder were discussed.

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Emad, Vahideh, Mahnaz Estaki, and Roya Koochak Entezar. "Comparing the Effectiveness of Sensory Integration Therapy With and Without an Assistive Robot on Social Interaction of Children With Autism Spectrum Disorder." Scientific Journal of Rehabilitation Medicine 11, no. 2 (May 22, 2022): 222–37. http://dx.doi.org/10.32598/sjrm.11.2.5.

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Background and Aims Autism spectrum disorder (ASD) is a developmental disorder. Weakness in social interactions and sensory disorders are the problems of children with ASD. These children are weak in social interactions with other children and their therapists. Robots may be used as a friend or assistive therapist to teach different social and cognitive skills to them. This study aims to compare the effectiveness of sensory integration therapy with and without an assistive robot on social interaction of children with ASD. Methods This is a quasi-experimental study with a pretest/posttest/follow-up design using a control group. The study population consists of all children with ASD aged 7-9 years in Tehran, Iran. Of these, 45 children with a moderate level of ASD were selected and randomly divided into two experimental groups and one control group. Data collection tool was the social interaction subscale of the second edition of the Gilliam Autism Rating Scale. Both experimental groups received sensory integration therapy at 15 sessions, while only one group received the therapy with an assistive robot at 15 sessions. The data were collected before, immediately after, and two months after the intervention. The collected data were analyzed using a mixed analysis of variance in SPSS v. 22 software. The significance level was set at 0.05. Results The results showed that the sensory integration therapy with and without the use of an assistive robot were significantly effective in improving the social interactions of children with ASD, where the sensory integration therapy with an assistive robot had a greater effect (P<0.05). Conclusion The sensory integration therapy with an assistive robot is more effective in improving the social interactions of children with ASD compared to the sensory integration therapy without the use of an assistive robot.

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Miller, Lucy Jane, Sarah A. Schoen, Shelley Mulligan, and Jillian Sullivan. "Identification of Sensory Processing and Integration Symptom Clusters: A Preliminary Study." Occupational Therapy International 2017 (2017): 1–10. http://dx.doi.org/10.1155/2017/2876080.

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Rationale. This study explored subtypes of sensory processing disorder (SPD) by examining the clinical presentations of cluster groups that emerged from scores of children with SPD on the Sensory Processing 3-Dimension (SP-3D) Inventory. Method. A nonexperimental design was used involving data extraction from the records of 252 children with SPD. Exploratory cluster analyses were conducted with scores from the SP-3D Inventory which measures sensory overresponsivity (SOR), sensory underresponsivity (SUR), sensory craving (SC), postural disorder, dyspraxia, and sensory discrimination. Scores related to adaptive behavior, social-emotional functioning, and attention among children with different sensory modulation patterns were then examined and compared. Results. Three distinct cluster groups emerged from the data: High SOR only, High SUR with SOR, and High SC with SOR. All groups showed low performance within multiple domains of adaptive behavior. Atypical behaviors associated with social-emotional functioning and attention varied among the groups. Implications. The SP-3D Inventory shows promise as a tool for assisting in identifying patterns of sensory dysfunction and for guiding intervention. Better characterization can guide intervention precision and facilitate homogenous samples for research.

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Golubovich, Slavitsa, Aleksei A. Dmitriev, Viktoriya G. Kolyagina, Nada Shakotich, Medina Vantich Tanich, and Nevena Echmenitsa. "Dyslexia, sensory integration disorder and scotopic sensitivity syndrome (Part 1)." Education and Upbringing of Children with Disabilities, no. 2 (2021): 27–36. http://dx.doi.org/10.47639/2074-4986_2021_2_27.

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Golubovich, Slavitsa, Aleksei A. Dmitriev, Viktoriya G. Kolyagina, Nada Shakotich, Medina Vantich Tanich, and Nevena Echmenitsa. "Dyslexia, sensory integration disorder and scotopic sensitivity syndrome (Part 2)." Education and Upbringing of Children with Disabilities, no. 3 (2021): 55–61. http://dx.doi.org/10.47639/2074-4986_2021_3_55.

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Rathod, Vandana J., Vyoma Shah, Jagatheesan Alagesan, Poongundran Paranthaman, and Soundararajan P. "EFFECT OF SENSORY INTEGRATION THERAPY AND COGNITIVE BEHAVIORAL THERAPY ON ATTENTION DEFICIT HYPERACTIVITY DISORDER: SINGLE BLINDED STUDY." International Journal of Physiotherapy and Research 3, no. 2 (April 11, 2015): 947–54. http://dx.doi.org/10.16965/ijpr.2015.112.

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Petrović-Lazić, Mirjana, Ivana Ilić-Savić, and Snežana Babac. "Sensory integration as a prerequisite for the development of academic skills in children." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 4 (2022): 397–411. http://dx.doi.org/10.5937/zrffp52-37423.

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The readiness to start school includes the emotional and social maturity of the child. In order for a child to master the demands of the school program as easily as possible, a certain harmony is needed in the development of his abilities. The ability of sensory perception and the ability to integrate sensory stimuli specifically determine the development of reading and writing skills. The aim of this study is to analyze the ability to read and write in hypersensitive and hyposensitive types of sensory integration disorders, with special reference to the analysis of individualization measures in the work with these students in the school system. Disorder of sensory integration is expressed in two basic forms: increased sensitivity (hypersensitivity) and decreased sensitivity (hyposensitivity). In the school system, both forms of sensory integration disorders dominate. Hypersensitivity is manifested by rapid mental fatigue compared to other children. These children have difficulty reading and writing at the same time. They can read a word in many different ways without realizing it. Compared to the hypersensitive child who seems inert, the hyposensitive child is in constant motion, craving additional sensory stimuli in the classroom. These children have great problems with reading and writing figures and symbols such as tables, geometric shapes and musical symbols. Adjusting the teaching material for these children means increasing the font and font color before reading, dividing large-scale tasks into smaller units, using different types of writing pens, constantly emphasizing important units in the lesson, providing a summary of the lesson at the end of the lesson, and occasionally checking the legibility of the handwriting. In this way, students are provided with easier visual, auditory and tactile processing, and therefore more successful writing, reading and understanding of the read material. Thus, a student with sensory processing disorder can achieve academic success, but it is necessary to adapt the curriculum to the appropriate level of sensations.

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이남식. "The Influence of Sensory Integration Training on Sensory Function in Children with Development Disorder." Korean Journal of Physical, Multiple, & Health Disabilities 49, no. ll (January 2007): 111–34. http://dx.doi.org/10.20971/kcpmd.2007.49..111.

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Watari, Gabrina, Austin Bertilova Carmelita, and Lia Sasmithae. "Literature Review: Hubungan Terapi Sensori Integrasi terhadap Perubahan Perilaku dan Konsentrasi Anak ADHD (Attention Deficit Hyperactive Disorder)." Jurnal Surya Medika 6, no. 2 (February 15, 2021): 130–40. http://dx.doi.org/10.33084/jsm.v6i2.2130.

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Attention deficit hyperactivity disorder (ADHD), a neurobehavioral disorder that most often occurs in children, is a condition that affects school-age children as a mental disorder. One of the therapies that can be used is integrated sensory therapy with a form of therapy that encourages a child to develop their physical abilities. Search this article to see the relationship of integrated sensory therapy to changes in behavior and concentration of children with ADHD (Attention Deficit Hyperactive Disorder). Searching for articles through google scholar, found 18 journals to be reviewed. There were several games that had a relationship between sensory therapy, integration of behavior changes and concentration of children with ADHD, short-term play increased children's concentration, guessing the contents of the glass increased children's concentration and behavior, socialization games decreased impulsive behavior, bowling increased children's concentration, game education, increased concentration play children, PECS (Picture Exchange Communication System) increases children's concentration, mazes increase concentration, cranks increase children's concentration, flashcards increase concentration, music increases concentration and decreases impulsive behavior and writing increases concentration and decreases impulsive behavior. There is 1 journal which states that there is no difference between the integrated sensory therapy group and the untreated sensory integration group. There is a relationship between integrated sensory therapy to behavior change and control of children with ADHD. Integration sensory therapy involves activities that manage the sensory system by providing vestibular, proprioceptive, auditory, and touch input so that it can reduce hyperactive behavior and increase constructive behavior in children with ADHD.

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Kuliński, Włodzisław, and Adela Nowicka. "EFFECTS OF SENSORY INTEGRATION THERAPY ON SELECTED FITNESS SKILLS IN AUTISTIC CHILDREN." Wiadomości Lekarskie 73, no. 8 (2020): 1620–25. http://dx.doi.org/10.36740/wlek202008106.

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Introduction: Autism is a pervasive developmental disorder characterised by abnormal development in the first two years of life and impairment with respect to the following three areas: social interactions, communication, and behaviour. The disorder is more common in males than females. The aim: The study was conducted to assess the effects of sensory integration therapy on selected fitness skills in autistic children. Material and methods: The study assessed a group of 20 children (15 boys and 5 girls) aged 3 to 10 years. All children were diagnosed with autism and underwent 2-year therapy. The children showed impaired sensory modulation with abnormal stimulus reception and processing in the tactile, auditory, vestibular (balance), olfactory, and gustatory sensory systems. The study assessed fitness skills and their correlations with sensory integration therapy used in the children. The assessment used the Sensorimotor Development Questionnaire developed by Zbigniew Przyrowski and selected tests from “Obserwacja Kliniczna” as well as history-taking conducted with the parents. The following aspects were analysed: muscle tone, static balance, dynamic balance, jumping on two legs, jumping on one leg, catching and throwing a ball, and self-care activities, such as putting on shoes. Results: Sensory integration therapy contributed to an improvement in motor, sensory, cognitive, emotional, communication, and social development in the study patients. Conclusion: The use of sensory integration effectively supports sensory processes in autistic children.

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Kilroy, Emily, Lisa Aziz-Zadeh, and Sharon Cermak. "Ayres Theories of Autism and Sensory Integration Revisited: What Contemporary Neuroscience Has to Say." Brain Sciences 9, no. 3 (March 21, 2019): 68. http://dx.doi.org/10.3390/brainsci9030068.

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Abnormal sensory-based behaviors are a defining feature of autism spectrum disorders (ASD). Dr. A. Jean Ayres was the first occupational therapist to conceptualize Sensory Integration (SI) theories and therapies to address these deficits. Her work was based on neurological knowledge of the 1970’s. Since then, advancements in neuroimaging techniques make it possible to better understand the brain areas that may underlie sensory processing deficits in ASD. In this article, we explore the postulates proposed by Ayres (i.e., registration, modulation, motivation) through current neuroimaging literature. To this end, we review the neural underpinnings of sensory processing and integration in ASD by examining the literature on neurophysiological responses to sensory stimuli in individuals with ASD as well as structural and network organization using a variety of neuroimaging techniques. Many aspects of Ayres’ hypotheses about the nature of the disorder were found to be highly consistent with current literature on sensory processing in children with ASD but there are some discrepancies across various methodological techniques and ASD development. With additional characterization, neurophysiological profiles of sensory processing in ASD may serve as valuable biomarkers for diagnosis and monitoring of therapeutic interventions, such as SI therapy.

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Mishra, Anupam. "Assessment of Balance Disorders." UP STATE JOURNAL OF OTOLARYNGOLOGY AND HEAD AND NECK SURGERY VOLUME 7, VOLUME 7 NUMBER 2 NOV 2018 (November 1, 2019): 27. http://dx.doi.org/10.36611/upjohns/19.5.

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Balance disorders are often difficult to diagnose and treat using traditional methods, the reason being that balance disorders do not represent a single disease, but rather reflect a combination of multiple disorders, Balance requires integration of interactive components of sensory (Vision, vestibular, proprioception) motor and central nervous systems. Hence diagnosing a balance problem requires knowledge of these individual components. Still many clinicians prefer a traditional approach to diagnose and treat balance disorders with specialized services to be focused on localizing and treating specific pathologies. Because a typical balance disorder associated with multiple causes cannot be isolated to a single pathology on accurate diagnosis, requires a combination of tests to assess individual components along with their integrative actions. Even a specific pathology may show variations in the functional performance because of the brain’s adaptive response. Hence it is essential for the diagnostic process to determine if imbalance involves misinterpretations of sensory cues. Testing summary systems individually may not reveal the problem.

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Novaković, Neda, and Milica Pejović-Milovancević. "Does sensory integration affect the clinical picture of autism spectrum disorder?" Medicinski casopis 53, no. 3 (2019): 79–85. http://dx.doi.org/10.5937/mckg53-24768.

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Ross, David E., Robert W. Buchanan, Deborah Medoff, Adrienne C. Lahti, and Gunvant K. Thaker. "Association Between Eye Tracking Disorder in Schizophrenia and Poor Sensory Integration." American Journal of Psychiatry 155, no. 10 (October 1998): 1352–57. http://dx.doi.org/10.1176/ajp.155.10.1352.

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Jiang, Lijun, Maoteng Ye, and Zhelin Li. "Sensory Integration Training Tool Design for Children with Autism Spectrum Disorder." MATEC Web of Conferences 104 (2017): 03006. http://dx.doi.org/10.1051/matecconf/201710403006.

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Gruber, Hannah. "Sensory Integration Disorder: What Is It and How Can We Help?" Perspectives: Journal of the Early Childhood Music & Movement Association 4, no. 1 (June 1, 2009): 13–16. http://dx.doi.org/10.1386/ijmec_0132_1.

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Al-Qusayreen, Dr Alham Mustafa Houran. "Level of Sensory Integration Problems among People with Autism Spectrum Disorder from the Viewpoint of Their Teachers in Jeddah." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 13, 2020): 3761–76. http://dx.doi.org/10.37200/ijpr/v24i2/pr200698.

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Tumkaya, S., F. Karadag, and N. K. Oguzhanoglu. "Neurological soft signs in schizophrenia and obsessive compulsive disorder spectrum." European Psychiatry 27, no. 3 (April 2012): 192–99. http://dx.doi.org/10.1016/j.eurpsy.2010.03.005.

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AbstractObsessive compulsive symptoms are more frequent in patients with schizophrenia compared to normal population. Patients with obsessive compulsive disorder may also exhibit psychosis-like symptoms. Based on these findings, it has been suggested that there is a spectrum of disorders between OCD and schizophrenia. We compared two OCD groups (with good and poor insight) and two schizophrenia groups (with and without OCD) in this recommended spectrum especially in terms of neurological soft signs (NSSs) associated with sensory integration. The schizophrenia with OCD (schizo-obsessive) group exhibited worse performance than the schizophrenia group (p = 0.002) in only graphesthesia tasks. Moreover, schizo-obsessive patients exhibited worse performance compared to OCD patients in terms of graphesthesia (p = 0.001) and audiovisual integration (p = 0.001). Interestingly, OCD patients with poor insight tended to exhibit graphesthesia deficit in a similar manner to schizo-obsessive patients rather than OCD patients. According to our results, graphesthesia disorder is strongly associated both with OCD and schizophrenia. This suggests that neurodevelopmental disorders that lead to graphesthesia disorder overlap in comorbid OCD and schizophrenia patients.

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Micek, Agnieszka, and Barbara Kmiecik-Niedziela. "The method of sensory integration in the therapy of children with autism." Health Promotion & Physical Activity 14, no. 1 (March 5, 2021): 47–49. http://dx.doi.org/10.5604/01.3001.0014.7870.

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Children with autism often have difficulties with registering and interpreting information received from senses. Inadequate response to signals coming from senses, commonly encountered among them, may be associated with restricted stereotyped behaviours and social deficits, affecting their relationships, education and daily life activities. Children with autism may have impaired sensory perception, show hypersensitivity to environmental stimuli manifested by fascination or anxiety, e.g. they may feel distress due to constant quiet noise. Researchers have been studying the impact of sensory processing disorder on the daily functioning in children with autism for decades. The sensory integration theory has evolved over the years, some strategies directed on therapy of senses have been evaluated and used as a complementary method of treatment in this population. However, controversy over this concept sometimes arises, especially in the lay press. Therefore, there is still a need for reflection on the management of children with autism spectrum disorder (ASD) in the context of sensory integration therapy. In this target group, it is particularly important to undertake interventions aimed at improving self-regulation, receiving information from the world of the senses and everyday functioning.

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Franco, Elizabeth, Gabriela Galaz, Barbara Thompson, Erna Blanche, and Alexandra Gonzales. "Retrospective Analysis of Sensory Integration Therapy in Children With Autism Spectrum Disorder." American Journal of Occupational Therapy 70, no. 4_Supplement_1 (August 1, 2016): 7011515251p1. http://dx.doi.org/10.5014/ajot.2016.70s1-po2022.

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Herold, Bethany, Alex Stanley, Kristina Oltrogge, Tonices Alberto, Phillip Shackelford, Elizabeth Hunter, and Jason Hughes. "Post-Traumatic Stress Disorder, Sensory Integration, and Aquatic Therapy: A Scoping Review." Occupational Therapy in Mental Health 32, no. 4 (October 2016): 392–99. http://dx.doi.org/10.1080/0164212x.2016.1166355.

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Doumas, Michail, Roisin McKenna, and Blain Murphy. "Postural Control Deficits in Autism Spectrum Disorder: The Role of Sensory Integration." Journal of Autism and Developmental Disorders 46, no. 3 (October 7, 2015): 853–61. http://dx.doi.org/10.1007/s10803-015-2621-4.

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Vitásková, Kateřina, Lucie Kytnarová, and Jana Mironova Tabachová. "Assessment of the influence of speech-language intervention on perceptual-sensory integration in persons with autism spectrum disorder in the context of assessing the pragmatic level of language." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (July 29, 2017): 117. http://dx.doi.org/10.21277/sw.v1i7.297.

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Autism spectrum disorder is ranked among the most serious developmental disorders, because it affects multiple areas such as communication, social interactions, establishing and maintaining contacts with the environment, reactions to visual and auditory stimuli and many others. The therapy of these individuals requires multidisciplinary cooperation; therefore, it is currently addressed by many experts. The objective of the paper is to present the possibilities of assessing the influence of speech-language intervention on perceptual-sensory integration in persons with autism spectrum disorder in the context of assessing the pragmatic level of language. This area might be a potential barrier to speech-language intervention; therefore, it should be assessed at the beginning of any intervention.The measurement tool for the assessment of perceptual-sensory integration was a test battery of the authors’ own design called ‘Assessment of the pragmatic level of language in persons with autism spectrum disorders: potential barriers to speech-language intervention’. The use of the screening material in the context of speech-language intervention is demonstrated on a case study of a boy with suspected autism spectrum disorder diagnosis – children’s autism with a disorder of sensory perception on the body, especially in the orofacial region. The principal methods were observation, analysis of targeted work with the client and interviews with the parents. According to the case report, the speech-language therapy lasted for nine months and focused on the development of the monitored area. The results can be compared on a global scale, including improvement or stagnation in various areas. The targeted therapy resulted in improvement in all monitored areas by at least 1 point (e.g. olfactory and gustatory perception) and by a maximum of 4 points (vestibular system). After initial examination the boy’s disorder was assessed as moderate to severe disorder (effect to negative effect on the process of learning social interaction). However, based on the results of follow-up examination the boy was in the category of moderate disorder (effect on the process of learning and social interaction).

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Stefanow, Agnieszka. "The functioning of the student with the autism spectrum in the integration class in terms of sensory disorders – a case study." Special School LXXXI, no. 3 (June 30, 2020): 200–212. http://dx.doi.org/10.5604/01.3001.0014.2359.

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The functioning of a student with the autism spectrum is determined not only by disorders and deficits of a social nature, but also sensory, which are not included in didactic and educational work by teachers based mainly on behavioural concepts. These concepts allow you to control your child's undesirable behaviour without referring to its aetiology. By ignoring sensory disorders, school becomes a place for students that does not create an environment for their optimal development. The cognitive goal of the article is to describe the functioning of the autism spectrum student in the integration class in terms of sensory disorders. The practical and implementation goal is to propose effective solutions that teachers could use in their didactic and educational work with an autism spectrum student in a public school, taking into account his sensory needs. The research method was a case study of a student with the autism spectrum (Asperger Syndrome), implemented using the modified Sensomotor Development Questionnaire by Zbigniew Przyrowski (2014). By face-to-face contact, it was possible to avoid over-interpreting the data received from the questionnaire and to make sure that the respondent correctly understood the questions. The case study was supplemented with techniques for observing and analysing school documents. While implementing study method in case of the boy, it was noticed that his functioning in school is strongly determined by sensory processing disorders, which are the result of dysfunction of individual sensory systems. The boy manifested disorders in both modulation and discrimination in individual sensory channels. Sensory motor disorders were also present. All these dysfunctions impaired the boy's cognitive processes, social and emotional development, which was the foundation of the occurrence of undesirable behavioural actions. In the last part of the article, didactic and educational activities are proposed taking into account the sensory processing disorder of the student with the autism spectrum, which can be successfully applied at every stage of education of a student with ASD and in any type of educational institution.

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Leon-Sarmiento, Fidias E., Gustavo Pradilla, and Maria del Rosario Zambrano. "Primary and reversible Pisa syndrome in juvenile normal pressure hydrocephalus." Acta Neuropsychiatrica 25, no. 1 (February 2013): 57–60. http://dx.doi.org/10.1111/j.1601-5215.2012.00657.x.

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ObjectiveTo report a case of Pisa syndrome in a patient with idiopathic normal pressure hydrocephalus, who had never been exposed to psychotropic medications.MethodsA 26-year-old, Colombian, male patient, was referred because he had cognitive abnormalities, gait disturbances and urinary incontinence. This patient also displayed pleurothotonos. Neurofunctional evaluations of sensory and motor integration at peripheral and central nervous system levels were done. Idiopathic normal pressure hydrocephalus (NPH) was diagnosed.ResultsPisa syndrome disappeared after spinal tap drainage with further gait, balance and behavioural improvement. A brainstem-thalamocortical deregulation of the central sensory and motor programming, due to the chaotic enlargement of brain ventricles was thought to be the pathophysiological mechanism underlying this case.ConclusionNPH must not be longer considered as an exclusive geriatric disorder. Further, uncommon movement disorders may appear with this disorder, which should be carefully approached to avoid iatrogenic and deleterious pharmacological interventions.

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Vakulenko, Yu V. "SHORT SENSORY PROFILE: ADAPTATION MADE WITH THE UKRAINIAN SAMPLE OF HEALTHY CHILDREN AND CHILDREN WITH AUTISM SPECTRUM DISORDER." Ukrainian Psychological Journal, no. 1 (13) (2020): 44–57. http://dx.doi.org/10.17721/upj.2020.1(13).3.

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The article describes and analyzes the questionnaire “Short Sensory Profile (SSP)”. The original variant of the Profile, its features and advantages in using as a diagnostic tool and as an informational material describing for parents the specifics of their children’s disorders are described. The impaired processing and integration of sensory information characteristic for healthy children and children with autism spectrum disorder (ASD) is examined. Attention is drawn that sensory features and its violations characteristic for healthy and ASD children should be researched with a Ukrainian sample. The results of SSP adaptation and validation with the sample of Ukrainian children are presented. The questionnaire was translated into Ukrainian language from the original one (English) by a professional interpreter. The adapted version passed an asymmetrical translation, which helped to preserve the meanings of used statements and comply with the requirements of language clarity and certainty. The parents of 506 children (293 healthy children and 213 children with autism spectrum disorder) took part in the questionnaire adaptation; they filled the questionnaire about their children’s sensory patterns. Children were further divided into 6 groups by age and the presence / absence of a diagnosed autism spectrum disorder. Excel 2016 was used to calculate the scores, and IBM SPSS v.23 statistical application was used to check the psychometric characteristics of the questionnaire. The SSP psychometric characteristics, such as internal consistency of the statements, retest reliability, obvious validity, validity by the criteria and constructive validity, were at high and sufficient levels. The procedure and interpretation of the study results were standardized. For this, the frequency distribution was calculated by the general indicator and additionally by age groups to determine the severity of sensory disturbances in children and adolescents. According to the results of frequency distribution, the overall distribution of scores was determined, which gave the possibility to determine the presence and severity of the violations in processing and integration of sensory information by children and adolescents.

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Nelson, Andrew D., and Kevin J. Bender. "Dendritic Integration Dysfunction in Neurodevelopmental Disorders." Developmental Neuroscience 43, no. 3-4 (2021): 201–21. http://dx.doi.org/10.1159/000516657.

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Neurodevelopmental disorders (NDDs) that affect cognition, social interaction, and learning, including autism spectrum disorder (ASD) and intellectual disability (ID), have a strong genetic component. Our current understanding of risk genes highlights two main groups of dysfunction: those in genes that act as chromatin modifiers and those in genes that encode for proteins localized at or near synapses. Understanding how dysfunction in these genes contributes to phenotypes observed in ASD and ID remains a major question in neuroscience. In this review, we highlight emerging evidence suggesting that dysfunction in dendrites – regions of neurons that receive synaptic input – may be key to understanding features of neuronal processing affected in these disorders. Dendritic integration plays a fundamental role in sensory processing, cognition, and conscious perception, processes hypothesized to be impaired in NDDs. Many high-confidence ASD genes function within dendrites where they control synaptic integration and dendritic excitability. Further, increasing evidence demonstrates that several ASD/ID genes, including chromatin modifiers and transcription factors, regulate the expression or scaffolding of dendritic ion channels, receptors, and synaptic proteins. Therefore, we discuss how dysfunction of subsets of NDD-associated genes in dendrites leads to defects in dendritic integration and excitability and may be one core phenotype in ASD and ID.

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Tran Thi Minh, Thanh, and Lien Nguyen Thi Kim. "Using occupation therapy in early intervention for children with autism spectrum disorder and sensory problem." Journal of Science Educational Science 66, no. 4AB (October 2021): 441–50. http://dx.doi.org/10.18173/2354-1075.2021-0098.

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According to many reseachers on the world, over 80% children with autism spectrum disorder (ASD) have sensory problem and occupation therapy (OT) is one of the essential services for them. This article aimed to examine the effectiveness of the occupation therapy approach in intervention for children with autism spectrum disorder and sensory problems. The case study method is the main research method in this paper. Participant was a 2 years 6 months old boy who has dianogsised by doctors. Results identified significant positive changes in PEPR score and sensory screen for the child. After 3 months of applying sensory integration activity both at the center and at home, the boy has improved sensory and skills in play, daily living and learning. The results provides support for the use of this intervention for children with autism.

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Barakat, Hadeer, Ali Foaad Bakr, and Zeyad El-sayad. "Nature as a Healer for Autistic Children." International Journal of Environmental Science & Sustainable Development 3, no. 1 (July 31, 2018): 42. http://dx.doi.org/10.21625/essd.v3iss1.277.

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According to estimates from the Center for Disease Control (CDC's) in 2008 and the Autism and Developmental Disabilities Monitoring (ADDM) Network in 2010, about 1 in 88 children had Autism Spectrum Disorder (ASD) in 2008 and about 1 in 68 children had Autism Spectrum Disorder (ASD) in (2010). The eighth Scientific Conference for Autism held by the College of Education in conjunction with the Egyptian Society for Hydration Capacities of Children with Special Needs revealed that 1 out of every 80 children in Egypt are suffering from autism and this number in Egypt was expected to rise from 2.3 million in 2001 to 2.9 million in 2017. The reason for many of autistic children’s symptoms is sensory integration; it is the power to understand, organize, and feel sensory data from the environment and body. The issues surrounding sensory integration are presented in hyposensitive and hypersensitive reactions by children with autism to the vestibular, proprioception, tactile, audio, visual, and olfactory senses. A great deal of research has been conducted on gardens and their effect on health outcomes and how a garden may provide benefit: 1. Relief from physical symptoms or awareness of those symptoms. 2. Stress reduction. 3. Improvement in overall sense of well-being. The aim of this paper is to establish a group of guidelines for designing a therapeutic garden for children with Autism Spectrum Disorder to treat the sensory integration problems of children with ASD by designing a sensory garden which should focus on therapeutic interference. By using the elements and principles of design, the guidelines for this garden are focused on producing calming effects for hyper reactive children with ASD and stimulating effects for hypo reactions.

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Elbasan, Bülent, Hlya Kayıhan, and Irem Duzgun. "Sensory integration and activities of daily living in children with developmental coordination disorder." Italian Journal of Pediatrics 38, no. 1 (2012): 14. http://dx.doi.org/10.1186/1824-7288-38-14.

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Sieromakha, Nataliia, and Anastasiia Mukhina. "The Method of Sensory Integration in Working with Children with Autism Spectrum Disorder." Bulletin of Luhansk Taras Shevchenko National University 1, no. 6 (329) (2019): 203–10. http://dx.doi.org/10.12958/2227-2844-2019-6(329)-1-203-210.

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吴, 欣荣. "Research on Product Design of Sensory Integration Disorder Based on Forest Rehabilitation Perspective." Design 07, no. 04 (2022): 98–103. http://dx.doi.org/10.12677/design.2022.74014.

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Richards, Katie L., Povilas Karvelis, Stephen M. Lawrie, and Peggy Seriès. "Visual statistical learning and integration of perceptual priors are intact in attention deficit hyperactivity disorder." PLOS ONE 15, no. 12 (December 17, 2020): e0243100. http://dx.doi.org/10.1371/journal.pone.0243100.

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Background Deficits in visual statistical learning and predictive processing could in principle explain the key characteristics of inattention and distractibility in attention deficit hyperactivity disorder (ADHD). Specifically, from a Bayesian perspective, ADHD may be associated with flatter likelihoods (increased sensory processing noise), and/or difficulties in generating or using predictions. To our knowledge, such hypotheses have never been directly tested. Methods We here test these hypotheses by evaluating whether adults diagnosed with ADHD (n = 17) differed from a control group (n = 30) in implicitly learning and using low-level perceptual priors to guide sensory processing. We used a visual statistical learning task in which participants had to estimate the direction of a cloud of coherently moving dots. Unbeknown to the participants, two of the directions were more frequently presented than the others, creating an implicit bias (prior) towards those directions. This task had previously revealed differences in other neurodevelopmental disorders, such as autistic spectrum disorder and schizophrenia. Results We found that both groups acquired the prior expectation for the most frequent directions and that these expectations substantially influenced task performance. Overall, there were no group differences in how much the priors influenced performance. However, subtle group differences were found in the influence of the prior over time. Conclusion Our findings suggest that the symptoms of inattention and hyperactivity in ADHD do not stem from broad difficulties in developing and/or using low-level perceptual priors.

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Van Rheenen, Tamsyn E., and Susan L. Rossell. "Multimodal Emotion Integration in Bipolar Disorder: An Investigation of Involuntary Cross-Modal Influences between Facial and Prosodic Channels." Journal of the International Neuropsychological Society 20, no. 5 (April 11, 2014): 525–33. http://dx.doi.org/10.1017/s1355617714000253.

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AbstractThe ability to integrate information from different sensory channels is a vital process that serves to facilitate perceptual decoding in times of unimodal ambiguity. Despite its relevance to psychosocial functioning, multimodal integration of emotional information across facial and prosodic modes has not been addressed in bipolar disorder (BD). In light of this paucity of research we investigated multimodal processing in a BD cohort using a focused attention paradigm. Fifty BD patients and 52 healthy controls completed a task assessing the cross-modal influence of emotional prosody on facial emotion recognition across congruent and incongruent facial and prosodic conditions, where attention was directed to the facial channel. There were no differences in multi-modal integration between groups at the level of accuracy, but differences were evident at the level of response time; emotional prosody biased facial recognition latencies in the control group only, where a fourfold increase in response times was evident between congruent and incongruent conditions relative to patients. The results of this study indicate that the automatic process of integrating multimodal information from facial and prosodic sensory channels is delayed in BD. Given that interpersonal communication usually occurs in real time, these results have implications for social functioning in the disorder. (JINS, 2014, 20, 1–9)

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Koshy, NikhilaMary, S. Sugi, and K. Rajendran. "A study to identify prevalence and effectiveness of sensory integration on toilet skill problems among sensory processing disorder." Indian Journal of Occupational Therapy 50, no. 3 (2018): 86. http://dx.doi.org/10.4103/0445-7706.244548.

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Barrios-Fernández, Sabina, Margarita Gozalo, Beatriz Díaz-González, and Andrés García-Gómez. "A Complementary Sensory Tool for Children with Autism Spectrum Disorders." Children 7, no. 11 (November 20, 2020): 244. http://dx.doi.org/10.3390/children7110244.

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Background: Sensory integration (SI) issues are widely described in people with autism spectrum disorder (ASD), impacting in their daily life and occupations. To improve their quality of life and occupational performance, we need to improve clinical and educational evaluation and intervention processes. We aim to develop a tool for measuring SI issues for Spanish children and adolescents with ASD diagnosis, to be used as a complementary tool to complete the Rivière’s Autism Spectrum Inventory, a widely used instrument in Spanish speaking places to describe the severity of ASD symptoms, recently updated with a new sensory scale with three dimensions. Methods: 458 Spanish participants complemented the new questionnaire, initially formed by 73 items with a 1–5 Likert scale. Results: The instrument finally was composed of 41 items grouped in three factors: modulation disorders (13 items), discrimination disorders (13 items), and sensory-based motor disorders (15 items). The goodness-of-fit indices from factor analyses, reliability, and the analysis of the questionnaire’s classification capability offered good values. Conclusions: The new questionnaire shows good psychometric properties and seems to be a good complementary tool to complete new the sensory scale in the Rivière’s Autism Spectrum Inventory.

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Gold, Rinat, Dina Klein, and Osnat Segal. "The Bouba-Kiki Effect in Children With Childhood Apraxia of Speech." Journal of Speech, Language, and Hearing Research 65, no. 1 (January 12, 2022): 43–52. http://dx.doi.org/10.1044/2021_jslhr-21-00070.

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Purpose: The bouba-kiki (BK) effect refers to associations between visual shapes and auditory pseudonames. Thus, when tested, people tend to associate the pseudowords bouba and kiki with round or spiky shapes, respectively. This association requires cross-modal sensory integration. The ability to integrate information from different sensory modalities is crucial for speech development. A clinical population that may be impaired in cross-modal sensory integration is children with childhood apraxia of speech (CAS). The purpose of this study was to examine the involvement of cross-modal sensory integration in children with (CAS). Method: The BK effect was assessed in participants with CAS ( n = 18) and two control groups: One control group was composed of children with developmental language disorder (DLD), also termed specific language impairment ( n = 15), and a second group included typically developing (TD) children ( n = 22). The children were presented with 14 pairs of novel visual displays and nonwords. All the children were asked to state which shape and nonword correspond to one another. In addition, background cognitive (Leiter-3) and language measures (Hebrew PLS-4) were determined for all children. Results: Children in the CAS group were less successful in associating between visual shapes and corresponding auditory pseudonames (e.g., associating the spoken word “bouba” with a round shape; the spoken word “kiki” with a spiky shape). Thus, children with CAS demonstrated a statistically significant reduced BK effect compared with participants with TD and participants with DLD. No significant difference was found between the TD group and the DLD group. Conclusions: The reduced BK effect in children with CAS supports the notion that cross-modal sensory integration may be altered in these children. Cross-modal sensory integration is the basis for speech production. Thus, difficulties in sensory integration may contribute to speech difficulties in CAS.

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Alkhalifah, Shahad, Susan Allen, and Hesham Aldhalaan. "Case Report: ASI intervention on a child with autism in Saudi Arabia." F1000Research 11 (May 4, 2022): 50. http://dx.doi.org/10.12688/f1000research.74257.2.

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Background: Ayres Sensory Integration (ASI) is widely employed by occupational therapists working with clients who experience challenges in sensory integration, including those with autism spectrum disorder (ASD). However, there is a dearth of research examining the feasibility of ASI outside of Western nations. This study documented the barriers associated with ASI in Saudi Arabia and assessed whether the intervention could improve process and participation skills. Methods: Single-Subject experimental design was used. The participant was a 4-year-old girl with ASD from Saudi Arabia. Data were gathered on sensory processing, motor skills, and participation in activities of daily living. The study used semi-structured interviews and assessments (Sensory Integration and Praxis Tests, the Sensory Processing Measure-Preschool, and the Peabody Developmental Motor Scale-2) to develop goals, identify outcome measures, and plan an ASI intervention. Results: Despite the limited availability of resources (e.g., toys, treatment spaces) and Arabic measures, improvements were observed on motor and sensory tasks and in occupational performance. Conclusion: ASI that adheres to the ASI fidelity tool can be of value for Saudi Arabian children with ASD. Additionally, the study provides a stepping-stone to further research for occupational therapists in Saudi Arabia working with children with ASD.

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Alkhalifah, Shahad, Susan Allen, and Hesham Aldhalaan. "Case Report: ASI intervention on a child with autism in Saudi Arabia." F1000Research 11 (January 17, 2022): 50. http://dx.doi.org/10.12688/f1000research.74257.1.

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Background: Ayres Sensory Integration (ASI) is widely employed by occupational therapists working with clients who experience challenges in sensory integration, including those with autism spectrum disorder (ASD). However, there is a dearth of research examining the feasibility of ASI outside of Western nations. This study documented the barriers associated with ASI in Saudi Arabia and assessed whether the intervention could improve process and participation skills. Methods: A pre-test/post-test case study design was used. The participant was a 4-year-old girl with ASD from Saudi Arabia. Data were gathered on sensory processing, motor skills, and participation in activities of daily living. The study used semi-structured interviews and assessments (Sensory Integration and Praxis Tests, the Sensory Processing Measure-Preschool, and the Peabody Developmental Motor Scale-2) to develop goals, identify outcome measures, and plan an ASI intervention. Results: Despite the limited availability of resources (e.g., toys, treatment spaces) and Arabic measures, improvements were observed on motor and sensory tasks and in occupational performance. Conclusion: ASI that adheres to the ASI fidelity tool can be of value for Saudi Arabian children with ASD. Additionally, the study provides a stepping-stone to further research for occupational therapists in Saudi Arabia working with children with ASD.

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Bolton, D., W. Gibb, A. Lees, P. Raven, J. A. Gray, E. Chen, and R. Shafran. "Neurological Soft Signs in Obsessive Compulsive Disorder: Standardised Assessment and Comparison with Schizophrenia." Behavioural Neurology 11, no. 4 (1999): 197–204. http://dx.doi.org/10.1155/1999/639045.

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While several studies have detected raised levels of neurological soft signs in patients with obsessive compulsive disorder (OCD), the specificity of these abnormalities remains uncertain. This study used a new standardised measure, the Cambridge Neurological Inventory (CNI), to assess soft signs in 51 subjects with OCD. Comparison was made with data on patients with schizophrenia and a non-clinical control group from a previously reported study. Individuals with OCD showed raised levels of soft signs compared with non-clinical controls in many categories of the CNI: Motor Coordination, Sensory Integration, Primitive Reflexes, Extrapyramidal Signs, and Failure of Suppression. Compared with patients with schizophrenia, the OCD group had lower levels of neurological signs in some CNI categories: Hard Signs, Motor Co-ordination, Tardive Dyskinesia, Catatonic Signs, and Extrapyramidal Signs. However, levels of soft signs in the OCD group did not significantly differ from those in the schizophrenia group in other CNI categories: Sensory Integration, Primitive Reflexes and Failure of Suppression. The significance of these patterns of findings is discussed.

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Salami, Fatemeh, Hassan Ashayeri, Mahnaz Estaki, Valiollah Farzad, and Roya Koochak Entezar. "Studying the Effectiveness of Combination Therapy (Based on Executive Function and Sensory Integration) Child-Centered on the Symptoms of Attention Deficit/Hyperactivity Disorder (ADHD)." International Education Studies 10, no. 4 (March 30, 2017): 70. http://dx.doi.org/10.5539/ies.v10n4p70.

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The aim of the present study is to examine the effectiveness of combination therapy based on executive function and sensory integration child-centered on ADHD. For this purpose, from among all first, second and third grade primary school students in Shiraz, 40 children were selected. The selected students were randomly assigned in two groups of experimental (n = 20) and control group (n = 20) by random method through internet call from Education site, and by Clinical Interview, implementation of CSI-4 parent form, and according to the criteria for entry and after matching. Combination therapy based on executive function and sensory integration includes 24 sessions of an hour and a half, in groups of five in four groups of children that was held three times a week. Pre-test and post-test in both groups was performed using CSI-4 parent form. Data obtained were analyzed using analysis of covariance and SPSS software. The results showed that combination therapy based on executive function and sensory integration child-centered reduces attention deficit and hyperactivity.

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Wuang, Yee-Pay, Chien-Ling Huang, and Hsien-Yu Tsai. "Sensory Integration and Perceptual-Motor Profiles in School-Aged Children with Autistic Spectrum Disorder." Neuropsychiatric Disease and Treatment Volume 16 (July 2020): 1661–73. http://dx.doi.org/10.2147/ndt.s253337.

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Martínez, Kenia, Magdalena Martínez-García, Luis Marcos-Vidal, Joost Janssen, Francisco X. Castellanos, Clara Pretus, Óscar Villarroya, et al. "Sensory-to-Cognitive Systems Integration Is Associated With Clinical Severity in Autism Spectrum Disorder." Journal of the American Academy of Child & Adolescent Psychiatry 59, no. 3 (March 2020): 422–33. http://dx.doi.org/10.1016/j.jaac.2019.05.033.

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Journal articles on the topic 'Sensory integration disorder'

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