Abstract
This study compared the effect of sensory integration therapy (SI), perceptual-motor training (PM) and no treatment (NT) on the performance of 103 children with learning disabilities and sensory integrative dysfunction, aged 58 to 107 months, who were randomly assigned to one of the two treatment groups or to no treatment. After receiving a total of 72 1-hour sessions of therapy for 3 hours per week, PM-treated subjects showed significant gains over the other two groups, primarily in gross motor performance. SI-treated subjects showed an advantage in motor planning. There were no accompanying group differences in visual perception, handwriting readiness, copying ability, cognitive, academic, language and attentional skills or in self-concept. These findings demonstrate motor gains resulting from motor treatments without carry-over to functional skills and abilities more directly associated with school performance.
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