Volume 3, Issue 1 (4-2013)
MEJDS (2013) 3: 27 |
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Ghasempour L, Hosseini F S, Mohammadzadeh H. Effect of Sensory Integration Training on Fine Motor Skills in Children with Trainable Mental Retardation. MEJDS 2013; 3 (1) :27-36
URL: http://jdisabilstud.org/article-1-344-en.html
URL: http://jdisabilstud.org/article-1-344-en.html
Abstract: (18540 Views)
Objectives: To investigate the effectiveness of sensory integration training on fine motor skills development in children with trainable mental retardation.
Methods: A quasi-experimental study was conducted. Forty mentally retarded children from ‘Golhaye Behesht Rehabilitation and Training Center’ were selected through purposive sampling. The participants’ Mean±SD age was 8.48±2.81 years and their mean IQ was 30.62±6.81 All children were pretested. Then, they were aligned (homogeneity) based on their IQ and pretest scores and divided into 2 groups: experimental & control. Each group consisted of 10 boys & 10 girls. In this research the fine motor skills section of the ‘Bruininks‒Oseretsky Test of Motor Proficiency’ was used. Sensory stimulation and physical exercises were practiced by the experimental group during 50 sessions. Each session was 45 minutes long and was held 6 times a week. The control group used the class programs. After 50 sessions both groups were tested. To test the research hypothesis the student’s t-test was applied using SPSS 19.
Results: There was a significant difference in post‒test between the two groups (p<0.05). The experimental group had scored higher.
Conclusions: Sensory‒Motor Integration training improved fine motor skills, and the effect of this training was noticeably greater than class programs.
Methods: A quasi-experimental study was conducted. Forty mentally retarded children from ‘Golhaye Behesht Rehabilitation and Training Center’ were selected through purposive sampling. The participants’ Mean±SD age was 8.48±2.81 years and their mean IQ was 30.62±6.81 All children were pretested. Then, they were aligned (homogeneity) based on their IQ and pretest scores and divided into 2 groups: experimental & control. Each group consisted of 10 boys & 10 girls. In this research the fine motor skills section of the ‘Bruininks‒Oseretsky Test of Motor Proficiency’ was used. Sensory stimulation and physical exercises were practiced by the experimental group during 50 sessions. Each session was 45 minutes long and was held 6 times a week. The control group used the class programs. After 50 sessions both groups were tested. To test the research hypothesis the student’s t-test was applied using SPSS 19.
Results: There was a significant difference in post‒test between the two groups (p<0.05). The experimental group had scored higher.
Conclusions: Sensory‒Motor Integration training improved fine motor skills, and the effect of this training was noticeably greater than class programs.
Type of Study: Original Research Article |
Subject:
Rehabilitation
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