Effect of Sensorimotor Activity on Perception and Learning in the Neurologically Handicapped Child. Final Progress Report.

Autor/in	Ayres, A. Jean
Institution	University of Southern California, Los Angeles.
Titel	Effect of Sensorimotor Activity on Perception and Learning in the Neurologically Handicapped Child. Final Progress Report.
Quelle	(1968), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Handicapped; Behavior Patterns; Elementary School Students; Exceptional Persons; Factor Analysis; Learning Disabilities; Neurological Impairments; Perceptual Motor Coordination; Perceptual Motor Learning; Sensory Integration; Sensory Training + Suchen Sie Ihr Suchwort? Schulleistung; Faktorenanalyse; Learning handicap; Lernbehinderung; Neurodegenerative Erkrankung; Körperkoordination; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Sensorische Integration; Sensorische Erziehung
Abstract	Because some learning disorders in children may be associated with perceptual-motor dysfunction, this study tested the effects of sensorimotor treatment on learning disorders and explored the nature of neurodevelopmental disorders. In Part One, 64 neuromuscular, perceptual, and cognitive measurements made on 36 educationally handicapped children with normal IQ's were subjected to Q-technique factor analysis. The two major patterns of deficits associated with low academic achievement were (1) auditory, language, and sequencing, and (2) postural and bilateral integration. Part Two sought syndromes of dysfunction from an R-technique factor analysis of perceptual-motor test scores. Q-analysis subjects and additional children with academic problems were tested. Emerging factors represented types of statistical associations among behavioral parameters apt to be affected by neurodevelopmental disorders. Part Three hypothesized that educationally handicapped children in special classes receiving sensorimotor training show a greater change in perceptual-motor, language, and academic achievement scores than children receiving the equivalent amount of additional classroom instruction. Test scores failed to support this hypothesis. The major contribution of the entire project was the identification of postural and bilateral integration deficit which interfered with learning. (JF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01