Relationships among self-concept and school achievement, maternal self-esteem and sensory integration abilities for learning disabled children, ages 7 to 12 years.

Abstract

52 learning disabled students were assessed to evaluate the relationships among self-concept and (a) school achievement, (b) maternal self-esteem, and (c) sensory integration abilities. Of these variables, perceptual motor abilities as measured by the Southern California Sensory Integration Tests contributed to reported self-concept of learning disabled students.