Sensory Processing in Students with Specific Learning Disabilities: Findings and Implications for Assessment and Intervention Planning

Sunday Dove; Winnie Dunn

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Sensory Processing in Students with Specific Learning Disabilities: Findings and Implications for Assessment and Intervention Planning

机译：有特殊学习障碍的学生的感觉处理：评估和干预计划的发现和意义

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摘要

The purpose of this study was to determine whether students with specific learning disabilities (SLD) with and without attention-deficit/hyperactivity disorder (ADHD) have different sensory processing when compared to students without disabilities. Parents of 240 students ages 5 to 11 years (120 SLD, 120 typical) completed the Sensory Profile. Multivariate analysis of variance MANOVA revealed that students with SLD have significant differences in sensory processing as compared to students without disabilities, but SLD only and SLD with ADHD were not different. Perhaps sensory processing can provide additional information for individualized intervention planning, including who might benefit from a sensory processing approach and who might need other approaches to support their participation.

机译：这项研究的目的是确定与没有残疾的学生相比，有和没有注意力缺陷/多动障碍（ADHD）的有特定学习障碍的学生（SLD）的感觉处理是否不同。共有240名5至11岁（120 SLD，典型120）的学生的父母完成了感官简介。多变量方差分析MANOVA显示，与没有残疾的学生相比，有SLD的学生在感觉处理上有显着差异，但仅SLD和有ADHD的SLD没有差异。也许感觉处理可以为个性化干预计划提供其他信息，包括谁可能会从感觉处理方法中受益以及谁可能需要其他方法来支持他们的参与。

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来源
《Journal of Occupational Therapy, Schools, & Early Intervention》 |2008年第2期|116-127|共12页
作者
Sunday Dove; Winnie Dunn;
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作者单位

University of Florida, Gainesville, FL;

Department of Occupational Therapy Education, School of Allied Health, University of Kansas Medical Center, Kansas City, KS;

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正文语种 eng
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关键词
SLD; ADHD; sensory processing; sensory seeking; avoiding; sensitivity; Sensory Profile; heterogeneity; variability; learning disability;

机译：SLD;多动症;感官加工;感官寻求避免灵敏度;感官特征;异质性变化性;学习障碍;

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Sensory Processing in Students with Specific Learning Disabilities: Findings and Implications for Assessment and Intervention Planning

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