The Effect of a Sensory Integration Program on Academic Achievement, Motor Performance, and Self-Esteem in Children Identified as Learning Disabled: Results of a Clinical Trial
The Effect of a Sensory Integration Program on Academic Achievement, Motor Performance, and Self-Esteem in Children Identified as Learning Disabled: Results of a Clinical Trial
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感觉统合计划对学习障碍儿童的学业成绩、运动表现和自尊的影响：临床试验结果
DOI：
10.1177/153944929101100303
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发表时间：
1991
期刊：
影响因子：
--
通讯作者：
J. Macnab
中科院分区：
文献类型：
--
作者：
H. Polatajko;M. Law;Janice Miller;R. Schaffer;J. Macnab
本研究采用多中心临床试验的方法，评价感觉统合疗法对感觉统合失调的学习障碍儿童的学习成绩、运动成绩和自尊的影响。67名儿童被随机分为两组：感觉整合（SI）和感知运动疗法（PM）。在治疗前、治疗6个月后和治疗停止3个月后，分别进行Woodcock-Johnson心理教育成套测验、Bruininks-Oseretsky运动能力测验、行为学术自尊评定量表和儿童人格量表。SI组和PM组在学术和运动指标上都有所改善。在任何指标上均未检测到组间差异。的影响的研究结果和可能的解释进行了讨论，并建议未来的研究。
A multicenter clinical trial was conducted to evaluate the effect of sensory integration therapy on the academic achievement, motor performance, and self-esteem of learning disabled children who have sensory integrative dysfunction. A sample of 67 children was randomized into one of two groups: sensory integrative (SI) and perceptual-motor therapy (PM). The Woodcock-Johnson Psychoeducational Battery, the Bruininks-Oseretsky Test of Motor Proficiency, the Behavioral Academic Self-Esteem Rating Scale, and the Personality Inventory for Children were administered before therapy, after 6 months of therapy, and 3 months following cessation of therapy. Both the SI and PM groups improved on academic and motor measures. No group differences were detected on any measure. The implications of the findings and possible interpretations are discussed and future studies suggested.