چکیده:
This paper aims to investigate the effect of sensory integration of the proprioceptive and
vestibular senses children academic achievement suffering from attention deficit
hyperactivity disorder. In doing so, 32 students were selected among 6 – 12 years old
children suffering from Attention deficit hyperactivity disorder in Semnan after applying
study entry and exit criteria were selected randomly and divided into two 16 peoples of test
and control groups. Test group members received sensory integration intervention
(emphasizing the proprioceptive and vestibular senses) during 12 two hours sessions, twice
a week and academic achievement of both groups was evaluated using teacher child
symptom inventory (CSI4). Results showed a significant impact of sensory integration
emphasizing the proprioceptive and vestibular senses on academic achievement of patients
suffering from attention deficit hyperactivity disorder and the scale of this effect,
particularly in reading and spelling components has been significantly evaluated 16% and
38/3 %, respectively.
خلاصه ماشینی:
The most common drug therapies for children who are suffering from attention deficit hyperactivity disorder are central nervous system stimulant drugs which have side effects such as loss of appetite, weight loss, headaches, and even damage to brain neural tissues along with their beneficial effects in various areas of cognitive, academic achievement, family relations.
In this research, the effect of sensory-motor integration, emphasizing vestibular and proprioceptive senses on academic achievement of 6 to 12 years children was studied in Semnan County.
In this study, continuous absence in therapy sessions, existence of serious sensory deficiencies (visual and auditory) and motor (which prevents considered activities to be accomplished), the existence of associated disorders such as autism, mental retardation and child benefit of the mentioned therapy method in the past (according to teachers, parents and the material inserted in the file) as the exclusion criteria of the study were considered, then child symptom inventory (CSI- 4) was completed by teachers and students participating in the study.
(B) The fourth edition of child symptom inventory: (CHILD SYMPTOM INVENTORY-4) In this research, child symptom inventory for evaluating attention deficit hyperactivity disorder symptoms was used which is a behavior grading scale whose initial form was designed in 1984 for riddling 18 children behavioral and emotional of 5 – 12 years old and slight changes were made according to DSM-IV in 1994 and it was released in the name of CSI-4.
Therefore it can be concluded that sensory integration activities affect the academic achievement of children suffering from attention deficit hyperactivity disorder.
Particularly in reading and spelling components, effectiveness of sensory integration activities on academic achievement of students suffering from attention deficit hyperactivity disorder has been significantly increased 3/38% and 16% respectively.