Sensory Processing in Students with Specific Learning Disabilities: Findings and Implications for Assessment and Intervention Planning

被引：10

作者：

Dove, Sunday ^{[1
]}

Dunn, Winnie ^{[2
]}

机构：

[1] Univ Florida, Gainesville, FL USA

[2] Univ Kansas, Med Ctr, Dept Occupat Therapy Educ, Sch Allied Hlth, Kansas City, KS 66103 USA

来源：

JOURNAL OF OCCUPATIONAL THERAPY SCHOOLS AND EARLY INTERVENTION | 2008年 / 1卷 / 02期

关键词：

SLD; ADHD; sensory processing; sensory seeking; avoiding; sensitivity; Sensory Profile; heterogeneity; variability; learning disability;

D O I：

10.1080/19411240802312798

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The purpose of this study was to determine whether students with specific learning disabilities (SLD) with and without attention-deficit/hyperactivity disorder (ADHD) have different sensory processing when compared to students without disabilities. Parents of 240 students ages 5 to 11 years (120 SLD, 120 typical) completed the Sensory Profile. Multivariate analysis of variance MANOVA revealed that students with SLD have significant differences in sensory processing as compared to students without disabilities, but SLD only and SLD with ADHD were not different. Perhaps sensory processing can provide additional information for individualized intervention planning, including who might benefit from a sensory processing approach and who might need other approaches to support their participation.

引用

页码：116 / 127

页数：12

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