Comparing Sensory Processing and Perceived Motor Competence between Three Groups of Students with Special Learning Disabilities
-
Navid Mirzakhani Iraqi
,
Zahra Pashazadeh Azari
,
Behzad Mohammadi Orangi
,
Alireza Akbarzadeh Baghban
,
Ebrahim Mahmoudi
,
Saeedeh Shahriarpour
Abstract
Introduction: Identifying the contributing factors to a specific learning disorder and comparing these factors in different types of this disorder will lead to using more proper interventions in the future. Therefore, this study aimed to compare sensory processing skills and perceived motor competence between three groups of students with specific learning disabilities (reading and writing disorders, math disorders, and combination disorders).
Materials and Methods: The present study was a cross-sectional descriptive-analytical study. The participants were 48 children (16 in each group, aged 8-12 years). They were selected from Chaharmahal and Bakhtiari Province, Iran, by the simple convenience sampling method. The participants’ sensory processing was measured with sensory profile 2 and their perceived motor competency with Marsh perceived motor competence questionnaire.
Results: The results showed a significant difference between the three groups in the sensory sensitivity, low registration sensory patterns and processing of tactile, and body position senses (P <0.05). However, no significant differences were observed between groups in other components of sensory processing and perceived motor competence (P> 0.05).
Conclusion: The results indicate that therapeutic interventions in the group with reading and writing disorders should focus on increasing sensory registration and processing of tactile and body position senses and reducing sensory sensitivity in the mathematical group.
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3. Ganji M. Pychopathology according to DSM-V Tehran: Nashre sokhan Published. 2013;2nd Edition.
4. Rafei H, Rezai F. Copeland-Sadok (Psychiatry abstract). Arjmand Published. Tranlation 2006:333
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6. Rayner K, Pollatsek A, Ashby J, Clifton Jr C. Psychology of reading. 2012:345-6.
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11. Wolf M, Bowers PG, Biddle K. Naming-speed processes, timing, and reading: A conceptual review. Journal of learning disabilities. 2000;33(4):387-407.
12. Solan H, Groffman S. Understanding and treating developmental and perceptual motor disabilities. The treatment and management of children with learning disabilities Springfield, IL: CC Thomas, l9S2: I68-217. 1982.
13. Dunn W, Bennett D. Patterns of sensory processing in children with attention deficit hyperactivity disorder. OTJR: Occupation, Participation and Health. 2002;22(1):4-15.
14. Ayres AJ. Sensory integration and praxis tests (SIPT): Western Psychological Services (WPS); 1996.
15. Eskandari B, Pouretamad H, Habibi Asgar Abad M, Mazaheri Tehrani M. The Effectiveness of Interventional Sensory Processing Styles on Increasing Parent Self-Efficacy and Parent-Child Relationship in Children with Autistic Spectrum Disorder. Except Education. 2017;1(138):14-21.
16. Jerome EM, Liss M. Relationships between sensory processing style, adult attachment, and coping. Personality and individual differences. 2005;38(6):1341-52.
17. Brown T, Morrison IC, Stagnitti K. The convergent validity of two sensory processing scales used with school-age children: comparing the Sensory Profile and the Sensory Processing Measure. New Zealand journal of occupational therapy. 2010;57(2):56-65.
18. Dunn W. Child Sensory Profile–2 user’s manual. Bloomington, MN: Pearson. 2014.
19. Ahn RR, Miller LJ, Milberger S, McIntosh DN. Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. American Journal of Occupational Therapy. 2004;58(3):287-93.
20. de Paula Machado ACC, de Oliveira SR, de Castro Magalhães L, de Miranda DM, Bouzada MCF. Sensory processing during childhood in preterm infants: a systematic review. Revista Paulista de Pediatria. 2017;35(1):92.
21. Mansurnejad Z, Kajbaf MB, Molavi H. THE EFFETIVENESS OF FERNALD'S MULTI- SENSORY TRAINING ON DYSGRAPHIA AND DICTATION IN SECOND GRADE PRIMARY STUDENTS. JOURNAL OF SOCIAL PSYCHOLOGY (NEW FINDINGS IN PSYCHOLOGY). 2012;7(24):-.
22. Armstrong S, Nicolson R, editors. Sensory processing profile of children and adults with learning difficulties. Poster session presented at: British Dyslexia Association International Conference in February; 2018.
23. Jagiellowicz J, Xu X, Aron A, Aron E, Cao G, Feng T, et al. The trait of sensory processing sensitivity and neural responses to changes in visual scenes. Social cognitive and affective neuroscience. 2011;6(1):38-47.
24. Basharpoor S, Issazadeghan A, Ahmadian L. The deficits of sensory information processing in childrenwith learning disabilities. Journal of Learning Disabilities. 2012;2:25-42.
25. Kinnealey M, Miller L. Sensory integration. Learning Disabilities In: Willard and Spackman’s Occupational Therapy Eds HL Hopkins, HD Smith JB Lippincott Co(8th Edition) Philadelphia. 1993:474-89.
26. Mc Loughlin JA, Gerald W. Learning disabilities : concepts and characteristics (MT Monshi Toosi Trans). Mashhad, Astan Ghods Razavi Published. 1990;2nd Edition.
27. Sharifi Daramadi P. An introduction to the education of exceptional incapable children of theory to practice: Tehran, Baharestan Published; 2001.
28. Rostami S, Hemayattalab R, Sheikh M. Effect of a selective physical training on development of fine motor skills in students with learning disability. International Journal of Sport Studies. 2015;5(11):1227-33.
29. Sadati Firoozabadi S, Abasi S. The effectiveness of sensorimotor integration in improving motor skills in students with learning disabilities. motor behavior. 2017:105-18.
30. Goodway JD, Ozmun JC, Gallahue DL. Understanding motor development: Infants, children, adolescents, adults: Boston, MA: mcgraw-hill; 2012. 91-2 p.
31. Poulsen AA, Desha L, Ziviani J, Griffiths L, Heaslop A, Khan A, et al. Fundamental movement skills and self-concept of children who are overweight. International Journal of Pediatric Obesity. 2011;6(sup3):e464-71.
32. Ludwing VH. what is nonverbal learning disability? . The Exceptional Parent. 2004;34(8):49-52.
33. Dunn W. Sensory Profile 2. One edition. United States of America: Pearson Institute; 2014. p. 190-6.
34. Shahbazi M, Mirzakhany N, Alizadeh Zarei M, Zayeri F, Daryabor A. Translation and cultural adaptation of the Sensory Profile 2 to the Persian language. British Journal of Occupational Therapy. 2021:0308022621991768.
35. Marsh HW. Content specificity of relations between academic achievement and academic self-concept. Journal of educational psychology. 1992;84(1):35.
36. Shafi zade M, Bahram A. Determine the validity and reliability of self-concept questionnaire and study the factors affecting it in students of different educational levels in Tehran. . Ministry of Science and Research Publications. 2004;2:45-51.
37. Kranowitz C. The Out-of-Sync Child Has Fun, Revised Edition: Activities for Kids with Sensory Processing Disorder: Penguin; 2006.
38. Taub E. Movement in nonhuman primates deprived of somatosensory feedback. Exercise and sport sciences reviews. 1976;4(1):335-74.
39. Berninger VW. Understanding the" Graphia" in Developmental Dysgraphia: A Developmental Neuropsychological Perspective for Disorders in Producing Written Language. 2004.
40. Abdulkarim WF, Abdulrauf MS, Ahmed A. The effect of a multi-sensory program on reducing dyspraxia and dysgraphia among learning disabled students in Rafha. Journal of Educational Sciences and Psychology, Ii (lxix). 2017;7:51-65.
41. Tan LH, Laird AR, Li K, Fox PT. Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta‐analysis. Human brain mapping. 2005;25(1):83-91.
42. Talcott JB, Witton C, Hebb GS, Stoodley CJ, Westwood EA, France SJ, et al. On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary‐school study. Dyslexia. 2002;8(4):204-25.
43. Same Siahkalroodi L, Alizadeh H, Kooshesh M. The impact of visual perception skills training on reading performance in students with dyslexia. Advances in Cognitive Science. 2009;11(2):63-72.
44. Szmalec J. Sensory Integration Dysfunction in Children with Learning Difficulties. Prima Educatione. 2020;3:121.
45. Brown C, Dunn W. Adolescent/adult sensory profile: Pearson San Antonio, TX:; 2002.
46. Mahmoudi E, Mirzakhany N, Tabatabaee SM, Fallah S, Shahbazi M. The Relationship between Sensory Processing Disorder and Quality of Sleep in Children with Autism Spectrum Disorder and Learning Disorder from 6 to 14 Years' Old. Journal of Clinical Physiotherapy Research. 2019;4(3):e18-e.
47. Dove S, Dunn W. Sensory processing in students with specific learning disabilities: Findings and implications for assessment and intervention planning. Journal of Occupational Therapy, Schools, & Early Intervention. 2008;1(2):116-27.
48. Rajabi S, Pakizeh A. A comparison of the memory and attention profiles of students with and without learning disabilities. J Learn Disabil. 2012;1(3):63-84.
49. Sadoughi Z, Vafaei M, RASOULZADEH TS. The Association of Sensory-Processing Sensitivity With Parenting Styles and Indices of Psychopathology. 2007.
50. Tafti MA, Boyle JR, Crawford CM. Meta-analysis of visual-spatial deficits in dyslexia. International Journal of Brain and Cognitive Sciences. 2014;3(1):25-34.
51. Pedrotty D. Math disability in children: An overview. Retrieved. 20 July, 2010.
52. Naemi AM. Developmental psychology (1) developments from fertilization to the end of childhood: Sabzevar, Shariatifar publisher; 2017.
53. Bruininks VL, Bruininks RH. Motor proficiency of learning disabled and nondisabled students. Perceptual and Motor Skills. 1977;44(3_suppl):1131-7.
54. Stodden DF, Goodway JD, Langendorfer SJ, Roberton MA, Rudisill ME, Garcia C, et al. A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest. 2008;60(2):290-306.
55. Harter S. The development of self-representations. 1998.
2. Gerald W, JA Ml. Learning disabilities concepts and features (Monshi Tosi M T Trans). Mashhad: Institute Press Astan Quds Razavi. 1990;2nd Edition.
3. Ganji M. Pychopathology according to DSM-V Tehran: Nashre sokhan Published. 2013;2nd Edition.
4. Rafei H, Rezai F. Copeland-Sadok (Psychiatry abstract). Arjmand Published. Tranlation 2006:333
5. Kathlyn L. Read Learning Disorder. Quick Reference to Occupation Therapy. 2001;2nd Edition: Aspen.
6. Rayner K, Pollatsek A, Ashby J, Clifton Jr C. Psychology of reading. 2012:345-6.
7. Silver AA, Hagin RA. Disorders of learning in childhood: Wiley; 2002.
8. Jalilabkenar S, Ashori M. The applications for teaching students with learning disabilities (impairments in reading, writing and spelling. Special education. 2013;13(3):1-10.
9. Jin Chang G. Emotional disorders and learning disabilities in primary classes (M Narimani and N noorani degarmandrogh Trans). Ardebil, Nik Amooz Published. 2002;1st Edition.
10. Bogon J, Finke K, Schulte‐Körne G, Müller HJ, Schneider WX, Stenneken P. Parameter‐based assessment of disturbed and intact components of visual attention in children with developmental dyslexia. Developmental Science. 2014;17(5):697-713.
11. Wolf M, Bowers PG, Biddle K. Naming-speed processes, timing, and reading: A conceptual review. Journal of learning disabilities. 2000;33(4):387-407.
12. Solan H, Groffman S. Understanding and treating developmental and perceptual motor disabilities. The treatment and management of children with learning disabilities Springfield, IL: CC Thomas, l9S2: I68-217. 1982.
13. Dunn W, Bennett D. Patterns of sensory processing in children with attention deficit hyperactivity disorder. OTJR: Occupation, Participation and Health. 2002;22(1):4-15.
14. Ayres AJ. Sensory integration and praxis tests (SIPT): Western Psychological Services (WPS); 1996.
15. Eskandari B, Pouretamad H, Habibi Asgar Abad M, Mazaheri Tehrani M. The Effectiveness of Interventional Sensory Processing Styles on Increasing Parent Self-Efficacy and Parent-Child Relationship in Children with Autistic Spectrum Disorder. Except Education. 2017;1(138):14-21.
16. Jerome EM, Liss M. Relationships between sensory processing style, adult attachment, and coping. Personality and individual differences. 2005;38(6):1341-52.
17. Brown T, Morrison IC, Stagnitti K. The convergent validity of two sensory processing scales used with school-age children: comparing the Sensory Profile and the Sensory Processing Measure. New Zealand journal of occupational therapy. 2010;57(2):56-65.
18. Dunn W. Child Sensory Profile–2 user’s manual. Bloomington, MN: Pearson. 2014.
19. Ahn RR, Miller LJ, Milberger S, McIntosh DN. Prevalence of parents’ perceptions of sensory processing disorders among kindergarten children. American Journal of Occupational Therapy. 2004;58(3):287-93.
20. de Paula Machado ACC, de Oliveira SR, de Castro Magalhães L, de Miranda DM, Bouzada MCF. Sensory processing during childhood in preterm infants: a systematic review. Revista Paulista de Pediatria. 2017;35(1):92.
21. Mansurnejad Z, Kajbaf MB, Molavi H. THE EFFETIVENESS OF FERNALD'S MULTI- SENSORY TRAINING ON DYSGRAPHIA AND DICTATION IN SECOND GRADE PRIMARY STUDENTS. JOURNAL OF SOCIAL PSYCHOLOGY (NEW FINDINGS IN PSYCHOLOGY). 2012;7(24):-.
22. Armstrong S, Nicolson R, editors. Sensory processing profile of children and adults with learning difficulties. Poster session presented at: British Dyslexia Association International Conference in February; 2018.
23. Jagiellowicz J, Xu X, Aron A, Aron E, Cao G, Feng T, et al. The trait of sensory processing sensitivity and neural responses to changes in visual scenes. Social cognitive and affective neuroscience. 2011;6(1):38-47.
24. Basharpoor S, Issazadeghan A, Ahmadian L. The deficits of sensory information processing in childrenwith learning disabilities. Journal of Learning Disabilities. 2012;2:25-42.
25. Kinnealey M, Miller L. Sensory integration. Learning Disabilities In: Willard and Spackman’s Occupational Therapy Eds HL Hopkins, HD Smith JB Lippincott Co(8th Edition) Philadelphia. 1993:474-89.
26. Mc Loughlin JA, Gerald W. Learning disabilities : concepts and characteristics (MT Monshi Toosi Trans). Mashhad, Astan Ghods Razavi Published. 1990;2nd Edition.
27. Sharifi Daramadi P. An introduction to the education of exceptional incapable children of theory to practice: Tehran, Baharestan Published; 2001.
28. Rostami S, Hemayattalab R, Sheikh M. Effect of a selective physical training on development of fine motor skills in students with learning disability. International Journal of Sport Studies. 2015;5(11):1227-33.
29. Sadati Firoozabadi S, Abasi S. The effectiveness of sensorimotor integration in improving motor skills in students with learning disabilities. motor behavior. 2017:105-18.
30. Goodway JD, Ozmun JC, Gallahue DL. Understanding motor development: Infants, children, adolescents, adults: Boston, MA: mcgraw-hill; 2012. 91-2 p.
31. Poulsen AA, Desha L, Ziviani J, Griffiths L, Heaslop A, Khan A, et al. Fundamental movement skills and self-concept of children who are overweight. International Journal of Pediatric Obesity. 2011;6(sup3):e464-71.
32. Ludwing VH. what is nonverbal learning disability? . The Exceptional Parent. 2004;34(8):49-52.
33. Dunn W. Sensory Profile 2. One edition. United States of America: Pearson Institute; 2014. p. 190-6.
34. Shahbazi M, Mirzakhany N, Alizadeh Zarei M, Zayeri F, Daryabor A. Translation and cultural adaptation of the Sensory Profile 2 to the Persian language. British Journal of Occupational Therapy. 2021:0308022621991768.
35. Marsh HW. Content specificity of relations between academic achievement and academic self-concept. Journal of educational psychology. 1992;84(1):35.
36. Shafi zade M, Bahram A. Determine the validity and reliability of self-concept questionnaire and study the factors affecting it in students of different educational levels in Tehran. . Ministry of Science and Research Publications. 2004;2:45-51.
37. Kranowitz C. The Out-of-Sync Child Has Fun, Revised Edition: Activities for Kids with Sensory Processing Disorder: Penguin; 2006.
38. Taub E. Movement in nonhuman primates deprived of somatosensory feedback. Exercise and sport sciences reviews. 1976;4(1):335-74.
39. Berninger VW. Understanding the" Graphia" in Developmental Dysgraphia: A Developmental Neuropsychological Perspective for Disorders in Producing Written Language. 2004.
40. Abdulkarim WF, Abdulrauf MS, Ahmed A. The effect of a multi-sensory program on reducing dyspraxia and dysgraphia among learning disabled students in Rafha. Journal of Educational Sciences and Psychology, Ii (lxix). 2017;7:51-65.
41. Tan LH, Laird AR, Li K, Fox PT. Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta‐analysis. Human brain mapping. 2005;25(1):83-91.
42. Talcott JB, Witton C, Hebb GS, Stoodley CJ, Westwood EA, France SJ, et al. On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary‐school study. Dyslexia. 2002;8(4):204-25.
43. Same Siahkalroodi L, Alizadeh H, Kooshesh M. The impact of visual perception skills training on reading performance in students with dyslexia. Advances in Cognitive Science. 2009;11(2):63-72.
44. Szmalec J. Sensory Integration Dysfunction in Children with Learning Difficulties. Prima Educatione. 2020;3:121.
45. Brown C, Dunn W. Adolescent/adult sensory profile: Pearson San Antonio, TX:; 2002.
46. Mahmoudi E, Mirzakhany N, Tabatabaee SM, Fallah S, Shahbazi M. The Relationship between Sensory Processing Disorder and Quality of Sleep in Children with Autism Spectrum Disorder and Learning Disorder from 6 to 14 Years' Old. Journal of Clinical Physiotherapy Research. 2019;4(3):e18-e.
47. Dove S, Dunn W. Sensory processing in students with specific learning disabilities: Findings and implications for assessment and intervention planning. Journal of Occupational Therapy, Schools, & Early Intervention. 2008;1(2):116-27.
48. Rajabi S, Pakizeh A. A comparison of the memory and attention profiles of students with and without learning disabilities. J Learn Disabil. 2012;1(3):63-84.
49. Sadoughi Z, Vafaei M, RASOULZADEH TS. The Association of Sensory-Processing Sensitivity With Parenting Styles and Indices of Psychopathology. 2007.
50. Tafti MA, Boyle JR, Crawford CM. Meta-analysis of visual-spatial deficits in dyslexia. International Journal of Brain and Cognitive Sciences. 2014;3(1):25-34.
51. Pedrotty D. Math disability in children: An overview. Retrieved. 20 July, 2010.
52. Naemi AM. Developmental psychology (1) developments from fertilization to the end of childhood: Sabzevar, Shariatifar publisher; 2017.
53. Bruininks VL, Bruininks RH. Motor proficiency of learning disabled and nondisabled students. Perceptual and Motor Skills. 1977;44(3_suppl):1131-7.
54. Stodden DF, Goodway JD, Langendorfer SJ, Roberton MA, Rudisill ME, Garcia C, et al. A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest. 2008;60(2):290-306.
55. Harter S. The development of self-representations. 1998.
| Files | ||
| Issue | Vol 16 No 3 (2022) | |
| Section | Research Article(s) | |
| DOI | https://doi.org/10.18502/jmr.v16i3.10152 | |
| Keywords | ||
| Specific learning disorder Sensory processing Perceived motor competence | ||
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How to Cite
1.
Mirzakhani Iraqi N, Pashazadeh Azari Z, Mohammadi Orangi B, Akbarzadeh Baghban A, Mahmoudi E, Shahriarpour S. Comparing Sensory Processing and Perceived Motor Competence between Three Groups of Students with Special Learning Disabilities. jmr. 2022;16(3):280-289.
