Carte E, Morrison D, Sublett J, Uemura A, Setrakian W
J Dev Behav Pediatr. 1984 Aug;5(4):189-94.
In the population of learning-disabled (LD) children, there appears to be a subsample who demonstrate basic dysfunction in sensory integration. Previous research suggested that sensory integration (SI) therapy may be effective in improving the academic performance of this subsample of LD children. This study is a systematic replication of previous research on the effects of SI therapy on LD children. The 87 LD children in this study manifest moderate SI dysfunction, a vestibular processing disorder, perceptual deficits, and reading retardation. Data on a subgroup of 45 children with markedly depressed postrotary nystagmus are presented. After nine months of individual SI therapy, no systematic effects on any of the dependent variables were discernible. The implications of these findings for further research are discussed.
在学习障碍（LD）儿童群体中，似乎有一个子样本表现出感觉统合方面的基本功能障碍。先前的研究表明，感觉统合（SI）疗法可能对改善这一LD儿童子样本的学业成绩有效。本研究是对先前关于SI疗法对LD儿童影响的研究的系统复制。本研究中的87名LD儿童表现出中度SI功能障碍、前庭加工障碍、感知缺陷和阅读迟缓。呈现了45名旋转后眼震明显减弱的儿童亚组的数据。经过九个月的个体SI治疗后，未发现对任何因变量有系统性影响。讨论了这些发现对进一步研究的启示。
