Dissertations / Theses: 'Sensory integration dysfunction in children. Autism in children'

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Gardner, Sara H. "The effects and benefits of sensory integration therapy on children with autism." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005gardners.pdf.

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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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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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Haynes, Callie L. "Perceptions of parents on sensory integration therapy and children with autism." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/337.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Education

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Haar, Sherry J. "The Design of a Therapy Garment for Preschool Children with Sensory Integration Dysfunction." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26418.

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A design process developed by Joann Boles was used to develop a therapy garment for three four-year-old boys with sensory integrative dysfunction who participated in occupational therapy using sensory integrative methods. The design process framework has four stages: (a) problem development, (b) needs assessment, (c) prototype development, and (d) evaluation. The problem was developed by observing children with sensory impairments; interviewing parents and professionals involved with sensory impairments; experiencing sensory integrative methods; and reviewing the literature.The needs were assessed for the wearers, the activity, and the environment through four weeks of observations, interviews with the child and significant others, and document reviews. The research design was multiple case studies. The data collection and analyses followed the grounded theory procedures of open and axial coding outlined by Strauss and Corbin (1990).The resulting needs of the wearers, the activities, and the environment were translated into garment specifications and criteria. The four garment specification categories were (a) movement, (b) sensory integration, (c) motor development, and (d) play.Prototypes were generated to meet garment specifications in terms of structure, materials, and assembly. The process included writing ideas, coding and combining ideas, sketching ideas, constructing samples, and constructing a prototype solution. The resulting prototype consisted of a sleeveless pullover top, cape, and weights, and featured a bug superhero theme.The prototype was evaluated against garment specification criteria through observations, interviews, and an evaluation form. The prototype allowed full body movement and provided safety features for full interaction in the environment. The prototype provided proprioceptive input and gross motor opportunities through the elastic band loops and bug weights, and promoted the use of vestibular integrating equipment with the cape. Tactile opportunities were provided through the variety of materials. Fine and perceptual motor skills were promoted by the manipulatives on the cape and the opportunity to store fine motor activities in the cape pockets. Storing activities in the cape promoted smooth transitions, motor planning, organization, follow through, management, and self discipline. The bug theme appealed to the wearers' play interests and promoted imaginative scenarios during therapy, thus aiding in self organization and attention to task.
Ph. D.

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Mulligan, Shelley. "Sensory integration : analyses of patterns of dysfunction and clinical application with children with mild disabilities /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7564.

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Franchi, Dina. "Performance profile of children with learning disabilities and sensory integration dysfunction, an underlying constructional abilities deficit." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33986.pdf.

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Davich, Jessica A. "An examination of a brushing program for a child with sensory sensitivity." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009davichj.pdf.

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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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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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Foss-Feig, Jennifer H. "Quantifying temporal aspects of low-level multisensory processing in children with autism spectrum disorders : a psychophysical study." Diss., 2008. http://etd.library.vanderbilt.edu/ETD-db/available/etd-07242008-173347/.

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Geringer, Gizelle. "The prevalence of sensory intergration dysfunction in children aged three to ten years." Diss., 2009. http://hdl.handle.net/10500/2640.

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Dissertation
The sensory integration approach originates from physical (anatomical and physiological) evidence whilst the play therapy approach originates from psychological evidence. Apart from play therapy, the researcher has also attended various courses in sensory integration therapy. Although both of these approaches are used as intervention methods with children who display behavioural, emotional and social difficulties, the researcher considered whether it was important for a play therapist to be aware of sensory integration therapy. The researcher then started this study in order to investigate the incidence of sensory integration dysfunction in children who receive play therapy. After completing the study, the researcher is of opinion that it is indeed necessary for play therapists to be aware of sensory integration theory in order to provide holistic play therapy intervention and to ensure positive therapy outcomes.
Social Work
M.Diac. (Play Therapy)

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Van, Zyl Elsie Wilhemina. "Exploring how Gestalt Play therapists establish sensory contact with children who have sensory integration disorders." Diss., 2011. http://hdl.handle.net/10500/4897.

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Children who have sensory integration disorders face many physical, social and emotional challenges. Unusual emotional and behavioural reactions to sensory stimuli are often displayed. These children are referred to professionals including Gestalt play therapists, although formal training in sensory integration is limited to the scope of occupational therapy. Gestalt play therapists routinely utilize sensory rich activities during therapy. This study sought to explore and describe how Gestalt play therapists establish sensory contact with children who have sensory integration disorders. A combined qualitative and quantitative approach was utilized. A questionnaire and semi-structured interviews were used to gain rich descriptive data. Participants felt that the therapeutic process with these children was markedly different than with other children. Participants who were aware of their own sensory difficulties demonstrated an increased ability to accommodate these children in therapy. A need for increased knowledge and/ or training in sensory integration was strongly expressed.
Social Work
M. Diac. (Play Therapy)

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14

Lee, Kuo Chih, and 李國治. "A study on the effect of movement game participation in children with sensory integration dysfunction." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/q2u6mx.

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碩士
國立臺灣師範大學
運動與休閒管理研究所在職碩士班
96
This study investigated the developmental effect from the movement game participation in developmental delay children with sensory integration dysfunction.Through participating to movement game can improve their development.It compared the degree and difference of improving development between the intervention group and the control group.Participants were forty children aged three to six years old.Twenty developmental delay children with sensory integration dysfunction estimated in the Rehabilitation Department in Min-Sheng Healthcare in Taoyuan were in the intervention group.They took part in movement game courses for twenty-four times during twelve weeks. Twenty developmental delay children come from kindergarten with accepting general kindergarten’s educational movement game were in the control group.Data obtained in this study were analyzed by pair-t test (a = 0.5). The major findings were as following: 1. Significant difference was found in the effect of movement game participation in the intervention group (P < 0.5). Besides, significant difference was found in the variable of subjects’ gender.As to ages, significant differences existed in the subgroups of three to four years, and five to six years, but not in four to five years. 2. No significant difference was found in the control group (p > 0.5) in the variables of gender and ages. 3. Compared to the results of pre-test and post-test, significant differences were found in both the intervention group and the control group.The score increased in the intervention group but decreased in the control group. Therefore, the intervention group had obvious and better improvement in the gross motor ability after participating to those movement game courses.

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Min, Yufan, and 閔宇凡. "A study on the effect of sensory processing strategies for the children with sensory integration dysfunction in Preschool inclusive classroom." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66205531266319638126.

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碩士
國立臺中教育大學
早期療育研究所
99
This study aimed to explore the effect of the sensory processing intervention strategies for the 3 to 6 years old children with sensory integration dysfunction in preschool inclusive classrooms by professional occupational therapist to design everyday activities. The effectiveness of how their sensory integration dysfunction disorder improved by these strategies. This experimental design is a pretest-posttest control with double blind. Another purpose is to explore the related factors that impacting teachers implement strategies. The 18 pairs subjects with sensory integration dysfunction were assigned to the experimental group and control groups. The method of data analysis were descriptive statistics, pair-t test (α=.05), chi-square test. The findings in this study were as following: 1. Significant differences were found in the children’s activity and attention in the pretest-posttest by sensory processing strategy. 2. Significant differences were found in the children’s sensory modulation, sensory seeking, and emotional control in the pretest-posttest by sensory processing strategy. 3. Significant differences were found in the children’s sensory integration total scores in the pretest-posttest by sensory processing strategy. 4. Three factors were found that influencing the effect of teachers using sensory processing strategies were as following: 1.others children in the inclusive classroom and teaching procedure must not be interrupted by the intervention of sensory processing strategies. 2. the engagement and concentrate by the children must not be interrupted by the intervention of sensory processing strategies.3.the teaching style and classroom management of teacher could be the major impact factors to choose the intervention strategies.

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16

Patil, Kavita S. "Mothers' hassles and skills in managing self-care and grooming of children with autism and sensory processsing dysfunction." 2004. http://catalog.hathitrust.org/api/volumes/oclc/56829307.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 2004.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 200-206).

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17

Chiang, Wei-Chi, and 蔣瑋齊. "Relationships among adaptive behavior, sensory processing dysfunction and emotional and behavioral problems in children with autism spectrum disorder." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/q778ut.

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博士
國立臺灣大學
職能治療研究所
106
Background: Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by core symptoms in social interaction and communication, and repetitive/restricted interests and behaviors. Adaptive behavior is the extent to which a person can be independent in real-life situations, including communication, socialization, daily living, and motor skills. Regarding the associated factors, few studies had investigated sensory processing dysfunction and emotional and behavioral problems as associated factors of adaptive behavior in children with ASD. Sensory processing dysfunction may limit children’s engagement in daily tasks. Emotional and behavioral problems may increase the difficulties in interacting with others and in learning the skills of adaptive behavior. In previous studies examining the associated factors of adaptive behavior, three main limitations were noted. First, the relationships between associated factors and each of the four domains of adaptive behavior remain inconsistent. Second, despite a multitude of studies examining children’s characteristics such as age, gender, cognitive functioning, and symptom severity of ASD as potential associated factors of adaptive behavior in children with ASD, few studies have investigated the relationships of these factors to adaptive behavior jointly. Third, no study has yet investigated the relationships of interaction between children’s characteristics (e.g., sensory processing dysfunction and emotional and behavioral problems) and adaptive behavior in children with ASD. Purposes: The purpose of the study was twofold: (1) to identify the associated factors for each of the four domains of adaptive behavior considering age, gender, cognitive functioning, symptom severity of ASD, sensory processing dysfunction, and emotional and behavioral problems simultaneously, and (2) to investigate the relationships of interaction between children’s characteristics (e.g., sensory processing and emotional and behavioral problems) and adaptive behavior in children with ASD. Method: Two hundred and two participants diagnosed with ASD aged 3 to 10 years old were recruited. Multiple linear regressions were used to examine children’s age, gender, cognitive functioning, ASD symptom severity, sensory processing dysfunction, and emotional and behavioral problems as potential associated factors for the four domains of adaptive behavior. Structural equation modeling was applied to examine hypothesized relationships among children’s characteristics and adaptive behavior. Results: Multiple linear regression models revealed that significant associated factors of the communication domain of adaptive behavior were symptom severity and auditory filtering, and those of the daily living skills domain were tactile sensitivity and auditory filtering. Symptom severity, withdrawn problems, and attention problems were significantly related to the socialization domain. For the motor skill domain, significant associated factors included symptom severity, age, and under-responsive/seeking sensation. Structural equation modeling revealed direct links between symptom severity, sensory processing dysfunction, and emotional problems on overall adaptive behavior. In addition to direct links, sensory processing was also indirectly related to adaptive behavior through emotional problems. Conclusion: This study examined the relationships among adaptive behavior, sensory processing dysfunction and emotional and behavioral problems in children with ASD. This study concluded that children with less sensory processing dysfunction had less emotional problems, and had better adaptive functioning. The results of the study could serve as a guide for practitioners to set effective treatment goals and design appropriate interventions.

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Yow, Shiuan Cheng, and 鄭佑萱. "The Effect of Sensory Integration Treatment on Social Attention of Children with Autism: A Preliminary Study." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/39294331296304965155.

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碩士
國立臺北教育大學
特殊教育學系碩士班
100
The purpose of this study is to explore the effectiveness of sensory integration (SI) interventions in the social orienting behaviors of children with autism spectrum disorders (ASD). 20 Children who ages 4–6 with ASD were randomly assigned to a Parent-child play or Sensory Integration treatment group. The independent variable was the sensory integration interventions and the dependent variables were the percentage of eye contact and emotional exchange. The results identified that the SI group had significant positive more times in eye contacts, and emotional exchanges scores than Parent-child play group during execution. However the intervention failed to maintain, after the intervention, the two groups on the social orienting behaviors, eye contacts and emotional exchanges had not reached statistically significant.

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19

Tung, Li-Chen, and 董莉貞. "The treatment efficacy of children with functional articulation disorders combining with sensory integration dysfunction - A pilot study." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/07073805936564385516.

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碩士
國立臺中教育大學
早期療育研究所
99
Background and Purposes: Articulation disorders are most common in children speech disability. Sensory integration means a person can interact with the environment effectively and experience appropriate satisfaction. Some of the children with articulation disorders get improvement slowly after speech therapy. But they get improvement under speech therapy combining with sensory integration treatment. There seems are some retardation factors for the therapy effect of children with articulation disorders combing with sensory integration dysfunction. In order to clarify the impact of sensory integration dysfunction on children articulation impairment, the purpose of this study was to examine how sensory integration dysfunction would impact the effect of speech therapy on children with articulation disorders. Methods: Total 29 children with age between 3.5 and 6 years old were included in the study and divided into normal and dysfunctional group based on their sensory integration function. Before receiving the therapy, they received the below evaluations: Clinical Articulation Function Evaluation and Riley Motor problems Inventory Oral Motor Tasks. We followed their articulation function every three months after therapy. Results: A total of 29 children, 17 children in sensory integration normal group (10 boys and 7 girls) and 12 children in dysfunction group (6 boys and 6 girls). The average month-age was 57.2±8.1 in sensory integration normal group and 57.3±7.3 in dysfunction group. The number of mistakes in pronunciation before intervention were 11.2±3.2 VS 10.4±2.2 in sensory integration normal group VS dysfunction group. Both groups had no signification difference between month-age, number of mistakes in pronunciation and gender (p=0.458, 0.068, 0.638). One-Way repeated measure ANOVA showed significant differences within these two groups(p≦0.001) but no significant differences (p=0.744) between these two groups after treatments. The improvement in pronunciation and average number of treatments received by the normal VS dysfunction group were 5.0 VS 2.9 and 20.23 VS 24.00(p=0.157, 0.329). The Spearman Correlation Coefficient analysis showed the number of treatments, the number of mistakes in pronunciation and oral motor coordination had significant positive correlation(rho=0.50, 0.61). The emotion behavior problems had the most high percentage distribution among the subtypes of sensory integration dysfunction. Conclusion: Our preliminary study showed that children with articulation disorders got significant progress after speech therapy. The dysfunctional group improved slowly indicated that the sensory integration dysfunctional disturbing the learning efficiency.

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20

Buitendag, Karin. "The relationship between Developmental Dyspraxia and Sensory Responsivity in children aged four years through eight years." Diss., 2010. http://hdl.handle.net/2263/26499.

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Developmental Dyspraxia and Sensory Modulation Dysfunction are Sensory Integration Disorders that are widely known to occupational therapists practicing in the paediatric occupational therapy field. These disorders have been the subject of numerous research studies that have managed to clarify and explain relations of these disorders with sensory processing as well as their prevalence in different diagnostic groups. Such a clarified relationship is between Developmental Dyspraxia and Sensory Discrimination, while Sensory Modulation Dysfunction is reported to occur in various diagnostic groups. Developments over the past decade in the field of Sensory Integration proposed that Developmental Dyspraxia and Sensory Modulation Dysfunction be regarded as two patterns of a Sensory Processing Disorder and suggested that these two disorder patterns occurred concomitantly. Clinical experience, however, resulted in the researcher questioning the above proposed concomitant relationship and hypothesised that there was a specific relation between Developmental Dyspraxia and Sensory Responsivity (Sensory Modulation Dysfunction). This study was directed at investigating the relationship between Developmental Dyspraxia and Sensory Responsivity. A review of the literature that described these two disorder patterns yielded reference to theories that underpin Developmental Dyspraxia and Sensory Responsivity. From these theories it was possible to identify some common ground between Developmental dyspraxia and Sensory Responsivity that could potentially support a relation. The Sensory Profile, Sensory Profile School Companion and the Sensory Integration and Praxis Tests were used to assess and identify Developmental Dyspraxia and Sensory Responsivity. Obtained data were statistically analysed and compared and did not produce a statistically significant positive relation between Developmental Dyspraxia and Sensory Responsivity, but yielded some weak correlations in supplementary analysis. These weak correlations have value in terms of sensory responsiveness tendencies in the presence of types of dyspraxia. Clinical analyses of the data set were performed to examine the incidence of types of dyspraxia in the sample with sensory over- or under responsiveness. These analyses demonstrated a greater presence of Developmental Dyspraxia in the population with Sensory Under-responsivity. The clinical analyses provided the researcher with additional information that was taken into account when conclusions were made. It also contributed to the recommendations that were made at the end of Chapter 5. Discussion of results was directed at explaining correlations and interpreting the implications of those correlations. A discussion of possible problems included considering possible flaws in the method and procedure that could have contributed to the research outcome. Recommendations were directed at proposals for future research and recommendations for clinical practice. Copyright
Dissertation (MOccTher)--University of Pretoria, 2010.
Occupational Therapy
unrestricted

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Su, Hsing-Fen, and 蘇杏芬. "The Study on Multiple Toy of Sensory Integration among Filial Interactions for the Family Whose Children with Autism." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/21002414743619661576.

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碩士
國立成功大學
工業設計學系碩博士班
94
Toys and filial interactions are important media in child development, and it is also essential for the child with Autism who has difficulties in interaction behaviors. The term of sensory integration holds special meaning, and the sensory systems are primary. For the viewpoint we proposed the design principle of multiple toys based on the sensory integrations, and found out the factors between the multiple toys with sensory stimulus and filial interactions for Austic families. 　　The children with Autism are different from each other, and we also found sensory-added stimulus do not always increase the interactions. Proprioception, vision, and oflactory sensation affected filial interactions more.The results through the questionnaires and expertments are: 1) Proprioception, vision-added, and oflactory-added stimulus were beneficial to increase the smile-and-laughter behavior. 2) Proprioception, and vision-added stimulus were beneficial to increase the eyes-contact behavior. 3) Proprioception, oflactory-added, and auditory-added stimulus were beneficial to increase the the concentration, but vision-added stimulus decreased it.It showed proprioception and vision-added stimulus dominated the concentration model. 4) Sensation-added stimulus decreased the finger-gesture behavior. 5) The smile-and-laughter model was similar to the eyes-contact model; the smile-and-laughter model was similar to the concentration model. 6) Parents mental feelings included their feelings about children’s cheerful feelings, active participation, and the responses showed that proprioception and oflactory-added stimulus were benificial to them. 　　Furthermore, we provided the multiple toy design principle which was based on the sensory integration background to promote the filial interaction for the family whose child with Autism.

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LIN, HSING-HUI, and 林幸慧. "The effects of perceptual-motor training on visual-motor integration ability and sensory function of perceptual functions dysfunction children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/94204484726960821983.

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碩士
國立新竹教育大學
特殊教育學系碩士班
101
This study aimed to investigate the effects of perceptual-motor training on visual-motor integration ability and sensory function of perceptual functions dysfunction children. In this study, by purposive sampling, a total of 19 perceptual functions dysfunction children with mean age 4 years and 11 months. The study was designed by using single group pre-posttest quasi-experimental design, that of a 10-week training program as a perceptual-motor training program, the training program consists of two parts one for the perceptual-motor training, the other for the eye-hand coordination training. Then children took the Developmental Test of Visual-Motor Integration and Sensory Processing Measure for pre-test and post-test. The data was analyzed by the nonparametric method. The results showed that perceptual-motor training program has significant improvement on visual perception, visual perception, and motor coordination. However, there was no significant effect of sensory function. In addition, two-thirds parents indicated that perceptual-motor training programs can improve children's auditory comprehension and obedience. As follow results above, researcher proposed conclusion, and gave suggestions for educator and further research.

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Wallace, Kerry Anne. "Development of a questionnaire to determine change in the occupational performance of pre-school children with autistic spectrum disorders receiving occupational therapy - sensory integration." Thesis, 2010. http://hdl.handle.net/10539/8746.

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MSc (Occupational Therapy), Faculty of Health Sciences, University of the Witwatersrand
As there are no occupation based outcome measures evaluating the effect of occupational therapy in the pre-school child with an Autism Spectrum Disorder (ASD) an Occupational Performance Questionnaire (OPQ) was developed to address this. The OPQ was tested for content validity and reliability before a 12 month intervention study to establish construct validity and response to change in children with ASD receiving Occupational Therapy using a Sensory Integration frame of reference (OT-SI) was done. The results of 19 subjects on the OPQ were compared with the results on two other standardised measures -the Short Sensory Profile (SSP), and Parenting Stress Index (PSI-SF) at six monthly intervals. Convergent validity between family impact on the OPQ and the PSI-SF was moderate but for occupation performance on the OPQ and the SSP it changed from negligible to moderate over 12 months. The OPQ is responsive to change as correlations between improvements in the three outcome measures were moderate. The OPQ was found to still need attention in terms of item reliability and validity.

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Tsai, Pei-shan, and 蔡佩珊. "The Effects of Sensory Integration Therapy on the Improvement of Motor and Socially Interactive Abilities by Preschool Children with Autism." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/34061625413580877923.

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碩士
國立臺中教育大學
特殊教育與輔助科技研究所
94
The purpose of this study was to investigate the effects of sensory integration therapy on motor and socially interactive abilities of preschool children with autism.The multiple probe across subject design was utilized in this study.The three participants were preschool children with autism.The independent variable was sensory integration therapy.The dependent variables were the performance of motor and social interaction of the three participants,including the scores of 〝posture movement〞，〝bilateral integration sequencing〞 subtests in 〝The form of sensory integrative function with child〞and the numbers of verbally and nonverbally expressive behavior in 〝The record form with observation of social interaction behavior〞. The activities of sensory integration were designed by researcher,according to the purpose of this study and the theory of sensory integration.This experiment was lasted for eleven weeks and was implemented two times a week.The data was analyzed by using visual analysis and the C statistics. The findings of sensory integration treatment on the improvement of motor and socially interactive abilities of the three subjects were concluded as follow: 1.Three subjects showed significant and sustained effects on 〝postural movement〞abilities. 2.Three subjects showed significant and sustained effects on 〝bilateral integration sequencing〞abilities. 3.The first subject had no significant effects on verbally expressive behavior.The second and third subjects showed significant and sustained effects on verbally expressive behavior. 4.Three subjects showed significant and sustained effects on nonverbally expressive behavior. According to the aforementioned findings and application of sensory integration treatment to motor and socially interactive abilities,the treatment guidance and the futher researches were recommended.

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Swart, Elsie Susanna Elizabeth. "Sensoriese stimulasie van die laerskoolkind met disleksie." Diss., 2005. http://hdl.handle.net/10500/1504.

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Dyslexia is a difficulty in learning to read and write, with many implications for the children because of emotional and behavioral problems. The suspicion that they might experience problems with sensory integration as well, is confirmed in the literature. The purpose of sensory stimulation in Gestalt playtherapy is to raise the level of awareness of themselves and in this research, playtherapy was done with three primary school children with dyslexia. Information was further obtained through a literature study, semi-structured interviews and observations. It was clear that the sensory stimulation was part of the therapeutic sessions and led to thoughts, feelings, and behaviour. The qualitative characteristics which the sensations had for the children were observed and confirmed by the literature. Conclusions and recommendations were made according to the objectives of the study and this research made an important contribution to understanding the sensory awareness of children with dyslexia. Opsomming Disleksie is `n leergeremdheid met baie implikasies vir die kinders en wat kan lei tot emosionele en gedragsprobleme omdat hulle nie altyd aanvaar word deur hul portuurgroep nie. Die vermoede dat kinders met disleksie ook probleme ondervind met sensoriese integrasie, is in die literatuur bevestig. In hierdie navorsing is Gestaltspelterapie gedoen met drie laerskool kinders met disleksie om die kinders se bewussynsvlak van hulself te verhoog. Inligting is verder ingesamel deur `n literatuurstudie, waarneming en semi-gestruktureerde onderhoude met kundiges en ouers. Die kwalitatiewe kenmerke wat die sensasies vir die kinders gehad het is waargeneem en dit was duidelik dat die sensoriese stimulasie wat deel van die spelterapiesessies was, aanleiding gegee het tot voorgrondse gedagtes, gevoelens en gedrag. Hierdie waarnemings is in die literatuur bevestig en gevolgtrekkings en aanbevelings is volgens die doelwitte gemaak. Gevolglik het hierdie navorsing `n belangrike bydrae gelewer om die sensoriese belewenis van kinders met disleksie beter te verstaan.
Social Work
M.Diac. (Spelterapie)

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Dissertations / Theses on the topic 'Sensory integration dysfunction in children. Autism in children'

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