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اثربخشی درمان مبتنی بر یکپارچگی حسی در افزایش توجه انتخابی و توجه مستمر دانشآموزان با اختلال خواندن
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Hadi Hashemirazini *1    , Raedeh Naghibosadat , Afshin Salahian |
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Abstract: (274 Views) |
Abstract
Background and purpose: Learning disabilities, as neurological conditions of biological origin, are associated with abnormalities at the cognitive level accompanied by behavioral symptoms of this disorder such as difficulties in paying attention. Therefore, the purpose of this study was to determine the effectiveness of sensory integration therapy in the selective attention and sustained attention of students with dyslexia. Method: This is a practical quasi-experimental study with a pre-post-test design, a control group, and a one-month follow-up period. The study population includes all children with dyslexia aged 7-12 years in Tehran who were referred to psychology, counseling, and psychiatric clinics in 2020-21. A sample of thirty students was selected through purposeful sampling. Then they were randomly assigned to experimental and control groups. All participants completed the Stroop Color and Word Test (SCWT; Bender, 1983) and Continuous Performance Test (Razold et al., 1965); however, the experimental group received 8 sessions of the intervention (once weekly) (Ayres, 1996). Finally, the analysis of the research data was performed using repeated measures of variance by the SPSS26 software. Results: Statistical analysis indicated that the group receiving the sensory integration treatment in the dependent variables showed not only greater efficacy (p<0.001), but that this effect was maintained over time, indicating the stability of the intervention effect (p<0.001). Conclusion: Since the intervention was effective in improving selective attention and sustained attention in children with dyslexia, planners and therapists should consider using it in their programs.
Keywords: Dyslexia, Sensory integration treatment, Selective attention, Sustained attention.
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Article number: 3 |
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Full-Text [PDF 600 kb]
(81 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2022/01/21 | Accepted: 2024/06/9 | Published: 2025/01/27
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