Examination of sensory processing skills in children with attention deficit hyperactivity disorder and investigation of their effects on school functioning

This study was planned to compare the vestibular processing, postural control, bilateral coordination and balance parameters of children with attention deficit hyperactivity disorder (ADHD) with typically developing peers and to investigate the effect of these factors on school functioning in children with ADHD. A total of 118 children aged 6-8 years and 11 months participated in the study. Sensory Processing Measure-Home Form (SPM-HF) was used to assess the sensory processing skills of the participants, and 3 sub-parameters of the Sensory Integration and Praxis Test (SIPT) [Postrotary Nystagmus (PRN) were used to assess vestibular functions, Standing Walk and Balance (SWB) and Bilateral Motor Coordination (BMC)] and Structured Observations of Sensory Integration-Motor (SOSI-M), and the School Function Assessment (SFA) scale were used to assess school functioning. Children with ADHD were found to be weaker in sensory processing, sensory-based motor, balance and bilateral motor coordination skills than typically developing children (p<0.001). In the study in which school functions were evaluated, it was found that children diagnosed with ADHD had more difficulties than typically developing children in the sub-items of cognitive/behavioural task adaptations (p=0.004), recreational movement (p<0.001), manipulation with movement (p<0.001), using material (p<0.001), hygiene (p=0.016), clothing management (p<0.001), memory and understanding (p=0.042), compliance with directives and rules (p=0.004) and safety (p<0.001). In the study, the effect of sensory-based motor skills in the participation (p=0.002) and physical (p<0.001) tasks sub-parameters, general sensory behaviours and sensory-based motor skills in the task support (p=0.005) sub-parameter, and only general sensory behaviours in the cognitive/behavioural (p<0,001) tasks sub-parameter were found to be statistically significant in terms of school functioning. Sensory behaviours and sensory-based motor skills play an important role in the school functioning of children with ADHD. In future studies, it is thought that these skills of children diagnosed with ADHD should be taken into consideration and strategies to be developed for these skills should be included in intervention programmes.