A critique of the application of sensory integration therapy to children with learning disabilities.
A critique of the application of sensory integration therapy to children with learning disabilities.
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对感觉统合疗法应用于有学习障碍的儿童的批评。
DOI：
10.1177/002221949402700601
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发表时间：
1994
影响因子：
3
通讯作者：
Baumeister,AA
中科院分区：
文献类型：
--
作者：
Hoehn,TP;Baumeister,AA
感觉统合（SI）疗法是一种有争议但很流行的治疗运动和学业问题的疗法。它主要应用于有学习障碍的儿童，假设这些儿童（或至少其中的一部分）在感觉统合方面存在问题，他们的部分或全部学习困难可以归因于这些问题。本文批判性地研究了学习障碍儿童是否在感觉统合方面表现出不同的伴随问题，以及这些儿童是否通过 SI 治疗的特定手段得到了任何帮助。概述了与第一个问题相关的理论争论和实证结果，随后详细回顾了 SI 治疗研究文献中的最新研究，以努力解决第二个问题。这一批评的结果对 SI 疗法的有效性或实用性提出了严重怀疑，认为 SI 疗法作为一种针对相关临床人群的适当的指示性治疗方法，进而延伸到任何其他被诊断为“感觉统合功能障碍”的群体。结论是，目前的研究成果很可能足以宣布 SI 疗法不仅是一种未经证实的、而且是明显无效的、针对学习障碍和其他疾病的主要或辅助治疗方法。
Sensory integration (SI) therapy is a controversial—though popular—treatment for the remediation of motor and academic problems. It has been applied primarily to children with learning disabilities, under the assumption that such children (or at least a subgroup of them) have problems in sensory integration to which some or all of their learning difficulties can be ascribed. The present article critically examines the related issues of whether children with learning disabilities differentially exhibit concomitant problems in sensory integration, and whether such children are helped in any way by means specific to SI therapy. An overview of theoretical contentions and empirical findings pertaining to the first issue is presented, followed by a detailed review of recent studies in the SI therapy research literature, in an effort to resolve the second issue. Results of this critique raise serious doubts as to the validity or utility of SI therapy as an appropriate, indicated treatment for the clinical population in question—and, by extension, for any other groups diagnosed as having “sensory integrative dysfunction.” It is concluded that the current fund of research findings may well be sufficient to declare SI therapy not merely an unproven, but a demonstrably ineffective, primary or adjunctive remedial treatment for learning disabilities and other disorders.