Malfunctioning of Brain Processes Overview Of The Disorder: The Histo

Sensory Integrative Dysfunction or SI dysfunction is a malfunctioning of brain processes that affects the sensory system and which has been associated with one or more of the following symptoms: hyperactivity; distractibility; behavior problems (e.g. depression, frustration, aggressiveness, etc.); poor muscle tone and coordination; learning difficulties; and lack of cognitive organization abilities (Ottenbacher & Short, 1985). Traditional explanations for the etiology of the disorder include lack of sufficient oxygen at birth and lack of sensory, motor and cognitive stimulation during childhood (Boucher & Doescher, 1991).

There have been some advances in the treatment of children with SI dysfunction. Humphries, Wright, Snider and McDougal (1992), for example, tested three kinds of treatment commonly offered to children with SI dysfunction. Specifically, the authors compared the effect of sensory integration therapy (SI), perceptual-motor training (PM) and no treatment (NT) on the performance of 103 children (aged 58107 mo) with learning disabilities and sensory integrative dysfunction who were randomly assigned to one of the two treatment groups or to the no treatment control group.

After receiving a total of 72 one-hour sessions of therapy for three hours per week, the group of children receiving perceptual-motor training showed significant gains over the two other groups of children, primarily in gro

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SI dysfunction were able to compensate for their deficits and play in an age-appropriate manner. In spite of the SI dysfunction boys' efforts, the quality of and ability to modulate their movements in play were subjectively observed to be poorer than those of the normal boys. In an earlier study, Bundy (1987) investigated whether or not the mean scores of a group of young boys with SI dysfunction were significantly lower than those of a group of their normal peers on measures of play. Further, she examined the relationship of play performance to balance and motor proficiency. Three instruments were administered to 61 boys between the ages of 54 and 82 months (normal group, n = 30; group with SI dysfunction, n = 31). These were: the Preschool Play Scale, the Bruininks Oseretsky Test of Motor Proficiency, and a test of equilibrium. The mean scores of the group with sensory integrative dysfunction were significantly lower than those of the normal boys on four of five play scores attained on the Preschool Play Scale. However, many individual boys with SI dysfunction obtained play age scores within 1 year of their chronological age. Correlations and multiple regressions computed with play and balance and motor profici
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Approximate Word count = 3020
Approximate Pages = 12 (250 words per page)