Murray E A, Cermak S A, O'Brien V
Eunice Kennedy Shriver Center, Waltham, Massachusetts.
Am J Occup Ther. 1990 Jul;44(7):623-8. doi: 10.5014/ajot.44.7.623.
The Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) were administered to 21 children with learning disabilities and 18 children without learning disabilities, aged 5 to 8 years. The children with learning disabilities were divided into two groups, clumsy and nonclumsy, on the basis of their scores on the Test of Motor Impairment (Stott, Moyes, & Henderson, 1984). It was hypothesized that the learning-disabled children in the clumsy group would score significantly lower than the learning-disabled children in the nonclumsy group on the six SIPT subtests that measure form and space perception and visual construction and that the nonclumsy learning-disabled children, in turn, would score significantly lower than the non-learning-disabled children. It was further hypothesized that there would be a significant correlation between the degree of clumsiness and the degree of visual-perceptual and constructional deficits. An analysis of the data indicated that both groups of learning-disabled children scored lower than the non-learning-disabled children on four of the six SIPT subtests. The clumsy and nonclumsy children with learning disabilities, however, differed from each other on only two subtests. The degree of clumsiness correlated significantly with three of the six subtests. The results are discussed in terms of variations in perceptual and motor skills related to subtypes of learning disabilities.
对21名患有学习障碍的儿童和18名无学习障碍的儿童进行了感觉统合与实践测试（SIPT）（艾尔斯，1989），这些儿童年龄在5至8岁。根据运动障碍测试（斯托特、莫伊斯和亨德森，1984）的得分，将患有学习障碍的儿童分为笨拙组和非笨拙组。研究假设，在测量形状和空间感知以及视觉构建的六项SIPT子测试中，笨拙组的学习障碍儿童得分将显著低于非笨拙组的学习障碍儿童，反过来，非笨拙的学习障碍儿童得分将显著低于无学习障碍的儿童。进一步假设，笨拙程度与视觉感知和构建缺陷程度之间将存在显著相关性。数据分析表明，在六项SIPT子测试中的四项上，两组学习障碍儿童的得分均低于无学习障碍的儿童。然而，患有学习障碍的笨拙儿童和非笨拙儿童仅在两项子测试上存在差异。笨拙程度与六项子测试中的三项显著相关。根据与学习障碍亚型相关的感知和运动技能差异对结果进行了讨论。
