نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار، گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
2 استادیار، گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران
3 کارشناسی ارشد روانشناسی عمومی، دانشگاه آزاد اسلامی، واحد خوراسگان، اصفهان، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Aims: Sensory processing training program is becoming a more practical method to improve braille writing skill of blindstudents and using this program has been associated with desirable outcomes. The purpose of the present research was to investigate the effectiveness of sensory processing training on braille writing skill of blind students.
Materials and Methods: The present research was a single-subject study with base line, intervention, and follow up design. The study population included second grade blindstudents in Isfahan, Iran. Participants were selected using convenient sampling method. Five blindstudents were included in the study. The sample group received sensory processing training for 10 sessions (three sessions weekly; each lasting for 45 minutes). The instrument used in the present research was braille writing skills inventory. The obtained data were analyzed using visual analysis.
Results: The results showed that during the visual analysis of data charts and based on the descriptive statistics, intervention has been effective in all five participants; respectively with percentage of non-overlapping data 100 for participants 1, 2, 4, and 5 and 83.33 for participants 3. Moreover, the mean scores for braille writing errors in participants 1, 2, 3, 4, and 5 decreased from 63.33, 63.41, 61.43, 64.10, and 63.14 to 48.40, 47.96, 49.50, 48.63, and 48.86, respectively.
Conclusion: According to the findings of the present research, it is suggested that beside other educational and rehabilitation methods for blindchildren, sensory processing training program be applied, too.
کلیدواژهها [English]
10. Frassinetti F, Bolognini N, Làdavas E. Enhancement of visual perception by cross modal visuoauditory interaction. Exp. Brain Res, 2002; 147: 332-343. ##
11. Huurneman B, Boonstra FN, Cox RFA, van Rens G, Cillessen AHN. Perceptual learning in children with visual impairment improves near visual acuity. Invest Ophthalmol Vis Sci. 2013; 54: 6208-6216. ##
12. Cattaneo Z, Fantino M, Silvanto J, Tinti C, Pascual-Leone A, Vecchi T. Symmetry perception in the blind. Acta Psychologica, 2010; (3), 398-402. ##
13. Iwanaga R, Honda S, Nakane H, Tanaka K, Toeda H, Tanaka G. Pilot study: Efficacy of sensory integration therapy for Japanese children with high‐functioning autism spectrum disorder. Occupational therapy international 2014; 21(1): 4-11. ##
14. Yasmeen N, Siddique ARO, Panda S, Taranikanti M. Study of somato sensory evoked potentials in braille reading congenitally blind individuals. Indian J Physiol Pharmacol 2016; 60(1): 57-61. ##
15. Coppins N, Barlow-Brown F. Reading difficulties in blind, braille-reading children. British Journal of Visual Impairment 2006; 24 (1): 37-39. ##
16. Veispak A, Boets B, Ghesquiere P. Differential cognitive and perceptual correlates of print reading versus braille reading. Research in Developmental Disabilities 2013; 34: 372-385. ##
17. Jenkinson J, Hyde T, Ahmad S. Building blocks for learning, occupational therapy approaches: practical strategies for the inclusion of special needs in primary school. John Wiley & Sons Ltd; 2008. ##
18. Saleem SS, Al-Salahat MM. Evaluation of Sensory Skills among Students with Visual Impairment. World Journal of Education, 2016; 6: 3, 66-69. ##
19. Amel EA, Amira HM. Effectiveness of sensory integration program in motor skills in children with autism. The Egyptian Journal of Medical Human Genetics 2015; 16: 375-380. ##
20. Ferrell KA. Reach out and teach: Helping your visually impaired child learn and grow (2nd ed.). New York, NY: AFB Press; 2011. ##
21. Penrod WM, Haley CD, Matheson LP. A model for improving science teaching for students with visual impairments. Review, 2005; 37(2): 53-58. ##
22. Aroraand S, Kour R. Sensory training program for visually impaired children. International Journal of Scientific and Research Publications, 2012; 2(3): 1-3. ##
23. Erickson KA, Hatton DD, Roy V, Fox D, Renne D. Literacy in early intervention for children with visual impairments: Insights from individual cases. Journal of Visual Impairment & Blindness, 2007; 101: 80-95. ##
24. Emerson J, Bishop J. Videophone technology and students with deaf-blindness: A method for increasing access and communication. Journal of Visual Impairment & Blindness, 2012; 106: 622-633. ##
25. Ayres AJ, Robbins J. Sensory integration and the child: Understanding hidden sensory challenges. Western Psychological Services; 2005. ##
26. Parham LD, Cohn ES, Spitzer S, Koomar J.A. Fidelity in sensory integration intervention research. The American Journal of Occupational Therapy 2007; 61(2): 216. ##
27. Parham LD, Roley SS, May-Benson TA, Koomar J, Brett-Green B, Burke JP, et al. Development of a fidelity measure for research on the effectiveness of the Ayres Sensory Integration® intervention. American Journal of Occupational Therapy 2011; 65(2): 133-142. ##
28. Lang R, O’Reilly M, Healy O, Rispoli M, Lydon H, Streusand W, et al. Sensory integration therapy for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders 2012; 6(3): 1004-1018. ##