Explore the efficacy of sensory integration therapy on bilateral integration sequencing with computerized assessment.

• Main Authors: Hsiao-Han Lee, 李筱涵
• Other Authors: CHIN-KAI LIN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/83am28

碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 102 === In the past literature, the efficacy of sensory integration therapy has not been a consistent conclusion because many factors. Bilateral integration sequencing deficits is a kind of praxis disorder. Few previous studies had discussion about bilateral integration sequencing, a parts of that used of assessment tools have the partial ability to include, but less were able to represent a complete ability of bilateral integration sequencing. So this study used a computerized assessment to make a more accurate assessment than before tests used in order to investigate the effect of sensory integration therapy and the background variables affect the treatment. This study used a quasi- experimental pretest-posttest design. There were 20 3-6 year-old children with bilateral integration sequencing deficits screened out in the experimental group from the hospital and in the control group from the kindergarten, the former received four months of sensory integration therapy, the latter without treatment. The use of computerized assessment tool, preschool sensory integration function rating scale, the development of preschool behavior checklist and MABC checklist were made for before and after the treatment, and analyzed by t test. The results of computerized assessment showed significant progress in two hands coordination, hand and opposite feet coordination, alternating foot jump, jumping jacks without hand motion, jumping jacks and sandbags catching. The sandbags catching showed significant progress than the control group, the remaining items were no significant differences between the control group . Bilateral integration sequencing of sensory integration function rating scale, the children / environmental changes and actions difficulties related behavior had a significant improvement than the control group. The suggestions for future studies is that intervention frequency and total time should be sufficient, progress will be more obvious over development. Parents or teachers should pay attention to whether the child has bilateral integration sequencing deficits, and give timely referrals to enhance the child's development.