Sensory Integration And Praxis Tests Research Articles

USING THE SENSORY INTEGRATION TECHNIQUE FOR PEOPLE WITH AUTISM SPECTRUM DISORDERS DURING TRAINING AT THE CLIMBING SECTION

Aim: To analyze the practical application of the sensory integration technique for individuals with autism spectrum disorder at a climbing section, and to investigate the impact of physical activity on improving their proprioceptive and vestibular systems. Materials and Methods: The method of included participant observation at the climbing classes with constant recording the behavior (desirable and undesirable) was used. The sensory screening (developed by J. Ayres) was applied for recording and determining the sensory systems of the people with ASD before the start of training and again after a month. The scale of Sensory Integration and Praxis Tests (SIPT) was used for assessing certain aspects of participants’ sensory processing or perception according to the goals set during the climbing classes. Results: The results of the research showed that the application of the sensory integration technique for individuals with ACD at a climbing section promoted the dynamics of changes in their sensory system during training considering the characteristics of their sensory system. The positive changes were observed in the way the people with ACD felt about their own bodies and their involvement in sports activities that in its turn made it possible to be active and develop their sensory system. It has been identified that while planning training for the people with ASD it is necessary to take into account sensory modulation (reading sensory signals) and apply exercises for stimulating sensory sensations that will improve the motor activity of persons with ASD, their social interaction, and safety, as well. Conclusions: During training at the climbing section sensory information processing of the individuals with ASD have the impact on their body control, hand-eye coordination, and hand sensitivity during training. The improvement of sensory information processing in its turn enables people with ASD to master climbing.

THE IMPACT OF PHYSICAL AND SPORTS REHABILITATION OF PEOPLE WITH CEREBRAL PALSY ON THE PROPRIOCEPTIVE SYSTEM IMPROVEMENT

Introduction: Cerebral palsy occurs as a result of affecting those parts of the central nervous system that control the muscles and are responsible for the balance and movements arbitrariness. It has a number of forms with varying degrees of damage to the central nervous system and impaired physiological functions. And this certainly affects the perception. Due to perception distortion, sensory interpretation is slowed down and incorrectly analyzed in the cerebral cortex. The improvement of the motor sphere implies the development of general and small motor skills, and the improvement of movements coordination. The correction of motor sphere disorders should be done in a comprehensive, systematic manner, with the involvement of specialists (neurologists, physical therapists, rehabilitologists, sensory therapists). This will help to determine the content of motor sphere correction exercises and define the step-by-step measures for physical condition improvement.
 Aim: to investigate the impact of physical and sports rehabilitation measures of people with cerebral palsy disabilities on improving the proprioceptive system basing on an analysis of the practical application of the bocce game program.
 Methodology: SIPT (Sensory Integration and Praxis Tests) breach detection study. Bocce game lessons were tested (as a method of physical and sport rehabilitation) in order to improve the sensory system. Object of the study – 10 people aged 28–35 with a clinical diagnosis of "Cerebral palsy" with impaired mobility, who are using a trolley and are undergoing rehabilitation at the rehabilitation center in Lviv.
 Results: It was found that 9 out of 10 participants had dysarthric disorders. General somatic attenuation and slow development of locomotor functions are accompanied by a lag in the motor sphere development of the people with cerebral palsy.
 Conclusion: The study found that engaging in sports and exercise leads to increased physical health and improved gross fine motor skills related to the sensorimotor system

Sensory integration and praxis patterns in children with autism.

We sought to characterize sensory integration (SI) and praxis patterns of children with autism spectrum disorder (ASD) and discern whether these patterns relate to social participation. We extracted Sensory Integration and Praxis Tests (SIPT) and Sensory Processing Measure (SPM) scores from clinical records of children with ASD ages 4-11 yr (N=89) and used SIPT and SPM standard scores to describe SI and praxis patterns. Correlation coefficients were generated to discern relationships among SI and praxis scores and these scores' associations with SPM Social Participation scores. Children with ASD showed relative strengths in visual praxis. Marked difficulties were evident in imitation praxis, vestibular bilateral integration, somatosensory perception, and sensory reactivity. SPM Social Participation scores were inversely associated with areas of deficit on SIPT measures. Children with ASD characteristically display strengths in visuopraxis and difficulties with somatopraxis and vestibular functions, which appear to greatly affect participation.

Sensory integration functions of children with cochlear implants.

OBJECTIVE. We investigated sensory integration (SI) function in children with cochlear implants (CIs). METHOD. We analyzed deidentified records from 49 children ages 7 mo to 83 mo with CIs. Records included Sensory Integration and Praxis Tests (SIPT), Sensory Processing Measure (SPM), Sensory Profile (SP), Developmental Profile 3 (DP-3), and Peabody Developmental Motor Scales (PDMS), with scores depending on participants' ages. We compared scores with normative population mean scores and with previously identified patterns of SI dysfunction. RESULTS. One-sample t tests revealed significant differences between children with CIs and the normative population on the majority of the SIPT items associated with the vestibular and proprioceptive bilateral integration and sequencing (VPBIS) pattern. Available scores for children with CIs on the SPM, SP, DP-3, and PDMS indicated generally typical ratings. CONCLUSION. SIPT scores in a sample of children with CIs reflected the VPBIS pattern of SI dysfunction, demonstrating the need for further examination of SI functions in children with CIs during occupational therapy assessment and intervention planning.

Validity of the Postrotary Nystagmus Test for Measuring Vestibular Function

This study examined the validity of the Postrotary Nystagmus (PRN) test as a measure of vestibular functioning by examining the relations of scores from the PRN test with those from other variables measuring similar functions and through conducting a group comparison study. The PRN test is one of 17 tests included in the Sensory Integration and Praxis Tests (SIPT). Using SIPT scores from 575 children, sensory motor performance among children with depressed, average duration, and prolonged nystagmus was compared. The results indicated that children with low-duration postrotary nystagmus scored more poorly than children with average or prolonged postrotary nystagmus on other SIPT tests measuring aspects of vestibular function. Statistically significant, although weak correlation, coefficients were also obtained, demonstrating low-duration postrotary nystagmus may be associated with sensory motor deficits. The results of this study contribute to evidence supporting the PRN test's validity as a measure of some aspects of vestibular functioning.

Interrater Reliability of Sensory Integration and Praxis Tests (SIPT) Score Interpretation

This study examined interrater reliability of score interpretation on the Sensory Integration and Praxis Tests (SIPT). Using SIPT scores of two complex cases, 20 trained participants independently rated each case for presence of sensory integrative dysfunction and for relevance of specific patterns of dysfunction. They also provided comments to justify their ratings. Agreement on the presence of sensory integrative dysfunction was 70% for Case A and 100% for Case B. Reliability was more variable for dysfunctional pattern ratings, ranging from 50% to 100% agreement for Cases A and B, respectively. Participants consistently appeared to use configural decision-making strategies to guide their ratings. Interrater reliability was moderate to high for interpretation of the presence of sensory integrative dysfunction using SIPT scores. Less agreement was apparent regarding specific patterns of dysfunction. Results suggest that additional clinical information, such as clinical observations and case history, may be needed to make reliable distinctions among dysfunctional patterns.

How Does Sensory Processing Dysfunction Affect Play?

This study investigated sensory processing dysfunction (SPD) and playfulness and the effect of intervention on playfulness. Twenty children with SPD and 20 children who were typically developing took the Short Sensory Profile (SSP) and Test of Playfulness (ToP). Children with SPD took the praxis tests from the Sensory Integration and Praxis Tests (SIPT) and received 20 intervention sessions. Correlations among measures and differences between mean scores of groups and pre-intervention and post-intervention were examined. Group ToP scores differed significantly; ToP did not increase post-intervention. Correlations among ToP and SSP ranged from .36 to .72; ToP and SIPT, from -0.1 to -0.46. Modulation affects playfulness. Although intervention was not effective, both groups had high scores initially, making the finding difficult to interpret.

PERFORMANCE ON FIGURE GROUND PERCEPTION FOLLOWING STROKE INDUCED HEMIPLEGIA: A COMPAIRSON OF PRE-AND POST-REHABILITATION WITH THE NEUROLOGICALLY UNIMPAIRED

This article compares performance times on the Figure Ground Perception (FGP) of the Sensory Integration and Praxis Tests (SIPT) in persons with stroke-induced hemiplegia and unimpaired older persons. Two hundred and twelve right dominant persons with hemiplegia on admission and discharge from comprehensive rehabilitation and 321 neurologically unimpaired persons in the community were evaluated on the FGP subtests of the SIPT. There were significant differences in performance between unimpaired persons and those with hemiplegia following a stroke. Among the persons with stroke-induced hemiplegia, performance on discharge was significantly better than on admission across all five FGP subtests. Age, sex, and severity of hemiplegia also affected performance on specific subtests; the influence of laterality was significant in persons with right hemispheric lesions; and persons with Wernicke's aphasia performed more poorly. Although further investigation is clearly needed, the association of increasing age (particularly males 75 years and over), severity of hemiplegia, and presence of aphasia on FGP performance suggest that these factors should be considered in the development of rehabilitation programs for stroke patients.

Improvements in performance following optometric vision therapy in a child with dyspraxia

SS, an 8-year-old boy with dyspraxia, presented for behavioural optometry assessment. He had been diagnosed with a subtle form of dyspraxia by his paediatric occupational therapist, based on poor proprioception, delayed bilateral integration and poor visual perception. A full visual assessment was carried out. SS was given a programme of reflex inhibition exercises for 3 months. Then, a programme of optometric vision therapy (OVT) exercises was prescribed at home and in practice for a period of 8 months. SS was assessed using a battery of occupational therapy Sensory Integration and Praxis Tests (SIPT) before optometric intervention, and after OVT. There were significant improvements in fusional reserves, accommodative facility and oculomotor control of pursuit and saccadic eye movements. His reading level had changed by 4 years in 11 months. The SIPT results showed improvements in the visual and motor/visual perception subtests, confirming the significant changes in visual perceptual performance. Consideration is given to treatment modalities for dyspraxia, and the studies confirming their effectivity of approach. This case study provides evidence supporting the use of OVT eye exercises in dyspraxia, ocular motility, accommodative dysfunction, learning difficulties and sports performance. The need for further research and inter-professional working is discussed.

The Relation Between Length of Institutionalization and Sensory Integration in Children Adopted From Eastern Europe

To examine the relation between length of institutionalization and sensory integration in children adopted from Eastern Europe. The Sensory Integration and Praxis Tests (SIPT) and the Developmental and Sensory Processing Questionnaire were administered to 60 adopted children, 4 years to 8 years, 11 months of age. Thirty had longer institutionalization histories (mean: 34 months; LIH group) and the other 30 had shorter institutionalization histories (mean: 3 months; SIH group). The LIH group demonstrated significantly lower scores than the SIH group on the SIPT in vestibular-proprioceptive, visual, and praxis areas, and effect sizes ranged from .09 to 1.13. The LIH group also had significantly more frequent behaviors suggestive of sensory modulation dysfunction compared to the SIH group, particularly in touch and movement seeking, vision, and audition. Effect sizes ranged from 0 to 1.39. Longer lengths of institutionalization are associated with more atypical sensory discrimination, praxis, and sensory modulation scores in children adopted from Eastern European orphanages. The areas of sensory integration that appear to be more vulnerable to deprived conditions in early childhood are vestibular-proprioceptive, tactile, visual, auditory, and praxis. Adopted children with lengthy periods of institutionalization may benefit from occupational therapy for early sensory integrative and developmental screenings.

Patterns of Sensory Integration Dysfunction: A Confirmatory Factor Analysis

Abstract Objective. This study evaluated a five factor model of sensory integration dysfunction on the basis of scores of children on the Sensory Integration and Praxis Tests (SIPT).The purpose of the study was to determine a plausible model for understanding sensory integration dysfunction. Method. The hypothesized model of sensory integration dysfunction tested was derived from previous multivariate analyses and consisted of five patterns of dysfunction, including: bilateral integration and sequencing, somatosensory, somatopraxis, visuopraxis, and postural ocular motor. Confirmatory factor analysis (CFA) of the SIPT scores of 10,475 children and the scores of a subgroup of 995 children with learning disabilities were used to evaluate the model. Results. The CFA of the hypothesized model indicated numerous weaknesses with it and, therefore, was rejected. Exploratory factor analysis (EFA) was then performed with the same data set to identify a better-fitting, more parsimonious model o/sensory integration dysfunction. A second-order, four-factor model using generalized practic dysfunction as the second-order factor and four first-order factors (dyspraxia, bilateral integration and sequencing deficit, visuoperceptual deficit, somatosensory deficit) were pro-posed. The CFA supported this model as the better-fitting model. The proposed model held true when tested with the subgroup of children with learning disabilities. Conclusions. The modified model of sensory integration dysfunction proposed indicated that it was a good fit for the data and improved on the initial model. Clinical implications of the findings relate to the interpretation of SIPT scores and provide suggestions for test development measuring sensory integration functions. The proposed model has applications for occupational therapy intervention using sensory integration as the primary frame of reference.

Case report of a child with sensory integration dysfunction

AbstractThis case report describes a 6‐year‐old boy with delays in fine motor skills, low frustration level, poor eating behaviour, low self‐esteem, unusual fears and increased sensitivity to tactile, visual and auditory stimuli. Formal evaluation on the Sensory Integration and Praxis Tests (SIPT) revealed decreased somatosensory processing and discrimination, immature postural reactions and poor motor planning. Intervention addressed concerns primarily through the sensory integration model of practice. A 9‐month intervention period where one‐to‐one therapy was provided each week facilitated improvement in all areas of concern. Copyright © 1998 Whurr Publishers Ltd.

Evaluating the Sensory Integrative Functions of Mainstream Schoolchildren with Specific Developmental Disorders

Clinicians and educators are becoming increasingly aware of sensory integrative dysfunctions (SIDs) in mainstream schoolchildren with specific developmental disorders (SDDs). This study was designed (1) to determine whether or not SID occurred significantly in mainstream schoolchildren aged 5–8 years, referred to the Ealing Paediatric Occupational Therapy Service (EPOTS); (2) to explore the patterns and nature of SID found In such a group; and (3) to ascertain any relationships between certain types of SID and specific behavioural traits. The study adopted a differential research method. The subjects were two groups of children aged 5–8 years. The experimental group (EG) consisted of 25 children referred to EPOTS. The control group (CG) consisted of 18 mainstream schoolchildren with no known dysfunction. All subjects were administered the Sensory Integration and Praxis Tests (SIPT) and Clinical Observations of neurobehavioural and neuromuscular functions. The Conners' Parent Rating Scales – 93 (CPRS-93) was used to evaluate specific behavioural traits in the EG children. The results of statistical analysis supported that mainstream schoolchildren with SDD (EG, n=25) referred to EPOTS had significantly lower scores (p<.001) in the SIPT than a normal control group of children (CG, n=18) with matched demographic data. The EG children showed significant neurobehavioural and neuromuscular dysfunctions (p<.05) in comparison with the CG in the Clinical Observations. The percentage of EG children with scores similar to the six SIPT clusters was 44%, which is higher than the figure of 29.6% produced by the test publisher. There was no consistent correlation between the SIPT variables and the variables identified in the CPRS-93. Although the findings were not conclusive, some partial pattern could be identified.

An analysis of score patterns of children with attention disorders on the Sensory Integration and Praxis Tests.

The purpose of this study was to identify and describe the score patterns of children with attention deficit hyperactivity disorder (ADHD) on the Sensory Integration and Praxis Tests (SIPT) and to determine whether their score patterns differ significantly from those of children without ADHD. In this retrospective study, the score patterns of 309 children with ADHD were compared with a group of 309 children without ADHD. The children were matched by norm group (reflecting age), gender, and the presence or absence of a learning disability. Both descriptive statistics and multivariate techniques were used. Subjects with ADHD demonstrated relative strengths in the areas of nonmotor visual perception and localization of tactile input and weaknesses with vestibular processing and in most areas of praxis or motor planning. Certain SIPT scores of subjects with ADHD were found to differ significantly from those of subjects without ADHD. The SIPT test that best discriminated the two groups was Space Visualization. The results suggest that it may be helpful for therapists to consider the areas of praxis and vestibular processing in the evaluation and treatment of children with ADHD and that in clinical practice, it would be difficult to distinguish children with ADHD from those without on the basis of their SIPT scores. However, the ways in which the SIPT score patterns of children with ADHD differed from those without assist our understanding of the brain areas and neurological systems involved in children with ADHD.

Construct Validity of the Sensory Integration and Praxis Tests

The purpose of this study was to examine the construct validity of the praxis tests of the Sensory Integration and Praxis Tests (SIPT) and to determine whether the practic component of sensory integration-based developmental dyspraxia is a unitary or a multidimensional disorder. Developmental dyspraxia is an impaired ability to plan and execute skilled or nonhabitual motor tasks; however, its underlying cause, or even whether praxis is a unitary or multidimensional function, is not yet clarified. In this study, the Rasch model of measurement (Linacre, 1989; Wright & Masters, 1982; Wright & Stone, 1979) was used to explore the underlying construct of developmental dyspraxia. The Rasch model was chosen because its use enabled us to (a) confirm goodness-of-fit of individual items within SIPT praxis tests and (b) examine the hierarchical structure of item difficulties. The data included the raw scores of the SIPT praxis tests of 210 subjects from Canada and the United States. The results of the Rasch analyses revealed that each of these five SIPT praxis tests measures a single, unidimensional construct. When the items from the five tests were combined to create a single 117-item test, the items continued to define a single practic function. This indicates that a unitary practic component underlies both bilateral integration and sequencing deficits and somatodyspraxia. Finally, examination of the hierarchy of item difficulties resulted in recommendations for the development of a single screening test for developmental dyspraxia. The implications of these results for clinical practice and future research are discussed.

Vestibular‐proprioceptive abilities in children experiencing recurrent headaches

AbstractThe role of the occupational therapist in pediatric pain management is emerging. Whatever intervention methods are used, effective management of pain and associated symptoms depends upon accurate assessment. The use of the Sensory Integration and Praxis Tests (SIPT) for identifying vestibular‐proprioceptive abilities in children experiencing recurrent migraine or mixed headaches was investigated. Most of the subjects showed significantly high postrotary nystagmus scores and strengths in the areas of sensory processing and praxis. These data suggest the SIPT may be helpful in determining cortical versus brain‐stem processing dysfunction in children with recurrent headaches to assist with treatment intervention.

Evidence for Content and Discriminant Validity of the Sensory Integration and Praxis Test Competency Exam

This article presents an overview of the evidence for content and discriminant validity of the Sensory Integration and Praxis Tests (SIPT) Competency Exam. First, a summary of certification vs. licensure is presented. Second, the five requirements for certification in administration and interpretation of the SIPT (Ayres, 1989) are presented. Third, a discussion of the differences between the SIPT and the SIPT Competency Exam is presented. Fourth, a historical log of how content validity was built into the SIPT Competency Exam is presented. Fifth, evidence for discriminant validity of the SIPT Competency Exam is presented by reporting on a study investigating performance on the exam by different groups of occupational therapists. Finally it is concluded that preliminary evidence suggests that the SIPT Competency Exam is a valid test for use by Sensory Integration International as one of the five requirements for certification in the administration and interpretation of the SIPT (Ayres).

The Validity of the Constructional Subtests of the Sensory Integration and Praxis Tests

This study was designed to examine the validity of the Design Copying and Constructional Praxis subtests of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989) through an examination of convergent validity and the use of contrast groups. The subjects were 39 children aged 5 to 8 years. Of these children, 21 had learning disabilities and 18, who served as the control group, had no learning disabilities. The subjects were administered the SIPT as well as four other standardized measures of constructional abilities: the Developmental Test of Visual-Motor Integration (Beery, 1980), the Block Design subtest of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974), the Primary Visual Motor Test (Haworth, 1970), and the Rey-Osterrieth Complex Figure Test (Waber & Holmes, 1985). The results indicated that the children with learning disabilities performed significantly more poorly than did the control subjects on both the Design Copying and Constructional Praxis subtests. These two subtests showed moderately high correlations (.46 to .71) with the other tests of constructional abilities when both groups were combined. Correlations were mostly in the moderate range for the children with learning disabilities but were generally not significant for the control sample. The results are discussed in terms of task demands and subject variability.

An Overview of the Sensory Integration and Praxis Tests

This paper reviews the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1989b), including its history and development, standardization, reliability, validity, and interpretation. Based on decades of theory development and earlier standardized tests, the SIPT represents a sound assessment tool for the evaluation of sensory integration and praxis in children. The SIPT's implications for the field of occupational therapy are important and widespread. This article serves as an introduction to other papers in this issue that have used the SIPT as a research tool.

Using the Sensory Integration and Praxis Tests to Measure Change: A Pilot Study

Nineteen boys aged 6 through 8 years were pretested with the preliminary edition of the Sensory Integration and Praxis Tests (SIPT) (Ayres, 1984). They subsequently received 6 months of twice weekly occupational therapy with sensory integration intervention in a school setting and were then posttested with the preliminary edition of the SIPT. Significant improvement was seen in scores of grouped data on tests of praxis, somatovestibular functioning, and bilateral integration and sequencing. Individual improvement was visible in the Western Psychological Services ChromaGraphs of 17 of the 19 boys. Although preliminary, these findings suggest that the SIPT, unlike the Southern California Sensory Integration Tests (Ayres, 1972a), may be used to document improvement in children who have received occupational therapy with sensory integrative techniques.