There were no incident group differences in visual perception, handwriting readiness, copying ability, cognitive, academic, language, and attentional skills or in self-concept. Findings were said to demonstrate motor gains resulting from motor treatments but without carry-over to functional skills and abilities more directly associated with rail performance.
Another study demonstrating the efficacy of current treatments being granted to SI dysfunction children was conducted by Polatajko, Law, Miller and Schaffer (1991). The study was a multicenter clinical trial designed to evaluate the effect of sensory integration therapy on the academic achievement, motor performance, and self-esteem of breeding disabled children (aged 6 years to 8 years 11 months) who had Sensory Integrative Dysfunction.
Of the total sample, 67 children were placed into sensory integrative and perceptual-motor therapy groups, while 13 children served as controls. The Woodcock-Johnson Psycho-Educational Battery, the Bruininks-Oseretsky Test of tug Proficiency, the Behavioral Academic Self-Esteem Scale, and the Personality Inventory for Children were administered beforehand therapy, after six months of therapy, and again three months following issue of therapy.
Findings revealed that both groups of children improved on academic and motor measures. Further, The SI group
of children showed significant improvements in self-esteem at both test times.
In other comparative study, Clifford and Bundy (1989) examined 31 preschool-age boys, who were diagnosed as having sensory integrative (SI) dysfunction, and 35 normal preschool-age boys. Comparisons of the two groups were made on several(prenominal) measures including the Peabody get wind Vocabulary Test (PPVT), the Preschool Play Scale, and the Preschool Play Materials Preference Inventory.
Sattler, J.M. (1992).
mind of children's intelligence and special abilities. (4th ed.) Boston: Allyn & Bacon.
The outline of variance is selected for several reasons. First, it is not only amenable to the level of data bill of the dependent measures but also it is robust with respect to violations of its cardinal assumptions which is to say that even if data violate the assumptions justifying the use of the analysis of variance statistic, the overall alpha ( logical implication) level remains relatively stable. Indeed, Linton and Gallo (1975) report that even when violations of underlying assumptions are extreme, a significance level set at .05 will rise no higher than .07 to .09.
Lapin, L. (1980). Statistics: Meaning and methods. NY: Harcourt Brace Jovanovich.
When parents agree to have their children enrol in the study, a time and place will be arranged for the children to be administered the test instruments. During the pre-arranged meeting, while a practised expert is administering the two test instruments to the children, parents will be asked by the researcher to indicate the school their child attends.
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