Abstract of Research Project Sensory Integrative Processes and Learning Disorders

To further clarify the nature of sensory integrative dysfunction, 148 public school children (mean age 92.6, mean IQ 96.5) with learning disorders were first given a battery of sensorimotor, psycholinguistic, and cognitive tests, and factors were extrapolated. The test scores were also employed to generate step-wise regression equations predicting the reading and the total scores of the Wide Range Achievement Test. Experimental and control groups were set up, with the experimental group receiving remedial activity to enhance sensory integration for 25 to 40 minutes per day, 5 days a week, for a period of not less than 5 months. Post-testing of the remaining 128 children occurred 1 year later, and the subjects were divided into groups with generalized dysfunction or auditory-language deficits. Results showed that academic gains may have been related to enhanced sensory integration. The experimental group showed an increased ability to blend sounds and auditorily to remember and reproduce a sequence of numbers. Indications were that the learning disabled child may be helped by a program designed to enhance sensory integration, especially through brain stem mechanisms. (RJ)