The effect of sensory integration training on praxis skills and quality of life in children with special learning disabilities

This study was conducted to determine the effects of sensory integration education on praxis skills and quality of life in children with special learning disabilities. The study included 27 children. The cildren were diagnosed with learning disabilities according to Diagnostic and Statistical Manuel of Mental Disorders (DSM)- IV criteria, who attended the Ministry of National Education SLD Support Education Program at the Special Education and Rehabilitation Centers. Among the children aged beetween 7 and 11 years old, 13 people were determined as the treatment group and 14 people as the control group. While the control group continued the education program of the Ministry of National education for 8 weeks, the study group was additionally given sensory integration training for 8 weeks, 3 days a week, 45 minutes a day in peer week accompained by a physiotherapist. Evaluations were made in both groups before and after sensory integration training. In the evaluation of the praxis skills of the children participating in the study. The somatosensory perception subtests of Neuromotor Performance Clinical Observation and Ayres Southern California Sensory İntegration Test (SCSIT) Localization Test of Touch Stimulus and Localization Test of Double Touch Stimulus were used. Quality of life was assessed with the Pediatric Health Related Quality of Life Index (PEDSQL). As a result of the statistical analysis, it was determined that praxis and quality of life increased significantly in the treatment group compared to the control group (p< 0.05). There was a significant difference in favor of the treatment group in the Localization Test of Touch Stimulus (p<0.05). It was observed that both groups were similar in the Localization Test of Double-Touch Stimulus (p>0.05). As a result, it was determined that sensory integration education given with physiotherapists, contributed to the Daily life skills and praxis skills of the children with special learning disabilities