Effect of Sensory Integration Video Modeling on Self-initiation and Task Performance in Children with Intellectual Disability

감각통합활동 동영상이 지적장애아동의 자발성과 과제 수행율에 미치는 효과

  • 홍미영 (삼육재활센터부설의원) ;
  • 김진경 (한서대학교 작업치료학과) ;
  • 강대혁 (한서대학교 작업치료학과)
  • Received : 2011.03.29
  • Accepted : 2011.05.13
  • Published : 2011.05.28


The aim of this research was to examine whether the sensory integration video modeling intervention would be beneficial to the children with intellectual disabilitiy. Four children with intellectual disabilitiy participated and the A-B-A design was utilized in this study. In the intervention phase, each individual watched his/her own 8 minutes long previously recorded video which was the independent variable in this study. The dependent variables were (1) the self-initiation and task performance of the four sensory integration activities, (2) performance time of Grooved Pegboard. During the intervention period, each individual participated in the occupational therapy session twice a week. The result showed that sensory integration video modeling increased self-initiation and task performance of the participants. Self-initiation and the task performance scores of the participants were maintained even after the intervention period. When Grooved Pegboard was administered, the performance time decreased. The findings indicated that sensory integration video modeling may be an effective intervention for improving self-initiation and task performance and reducing inattentiveness in children with intellectual disabilitiy. In the future research, it is suggested that the level of cognition and sensory processing capabilities of the participants be considered to validate the effectiveness of sensory integration video modeling.


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