• Therapeutic Science for Rehabilitation
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• v.8 no.2
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• pp.31-41
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• 2019

Objective: The purpose of this study is to investigate existing evaluation methods and the limitations thereof Korean children's occupational therapists to understand sensory processing performance in schools. This study provides basic data for the development of sensory processing evaluation tools for schools. Methods: The questionnaire was administered to 20 occupational therapists with more than 3 years of experience in occupational therapy interventions for school-aged children. The survey obtained information through online surveys and telephone interviews. The questionnaires were divided into general characteristics and evaluation methods and limitations of existing sensory processing in school, necessity of a sensory processing evaluation tool for school, and opinions. The questionnaire consisted of 12 closed questions and 4 open questions. Results: In total, 90% of the researchers said that school-aged children in schools are aware of 'some information' through their parents or children. Furthermore, 50% said they often complained about difficulties related to sensory processing in school, and 50% that they were more than 'usual'. Finally, 80% of the repondents indicated that the development of sensory processing evaluation tools for schools was "significantly needed". Conclusion: Occupational therapists in charge of domestic children reported for the need to develop evaluation tools to understand sensory processing abilities in schools. Evaluation tools will play an important role in the evaluation and intervention of occupational therapy for school-aged children.

• Therapeutic Science for Rehabilitation
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• v.12 no.3
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• pp.7-18
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• 2023

Objective : This study aimed to confirm the research characteristics by analyzing the literature that applied the school readiness programs for children with disabilities. Methods : Studies were collected from the PubMed, Embase, Web of Science, and Research Information Sharing Service databases. The key terms were "School readiness" AND ("Occupational Therapy" OR "Rehabilitation") in English and Korean. Total eight articles were selected through the selection and exclusion criteria. Results : The programs included multi-type training, motor skill training, parent training, and mobile application training. The providers were psychologists, occupational therapists, physical therapists, speech pathologists, community workers, educators, and the psychologists who conducted most of the research. The program factors can be classified into academic function, motor function, social function, parental training, and others. Academic and social functions accounted for the largest proportion of the respondents. The intervention improved multiple skills, literacy, parenting skills, and gross fine motor function. Conclusion : This study aimed to provide basic data for school-based occupational therapy by analyzing school readiness programs for children with disabilities. Recently, interest in and research on school readiness has increased. Occupational therapists should also establish their roles in the field of school-related rehabilitation and provide various school-based occupational therapies.

• Therapeutic Science for Rehabilitation
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• v.13 no.1
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• pp.87-97
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• 2024

Objective : This study aimed to acquire activities of daily living (ADL) skills through activity analysis and forward chaining in children with developmental disabilities. Methods : In this study, the performance of children with developmental disabilities was guided stepwise using a changing criterion design. The intervention was conducted in forward chaining after the therapist analyzed the activities of three tasks (shoes, shorts, and short-sleeved T-shirts) set as the Canadian Occupational Performance Measure (COPM). The performance rate at each stage of the three tasks was used as an independent variable, and COPM performance and satisfaction scores before and after the intervention were set as dependent variables. Results : The task performance rates of children wearing shoes, shorts, and short-sleeved T-shirts improved over time. Even at home, the scores for performance and satisfaction of all three tasks increased. Conclusion : Hopefully, activity analysis and behavioral chaining methods will be used not only for ADL but also for various tasks in children with developmental disabilities who have difficulty acquiring tasks.

• The Journal of Korean Academy of Sensory Integration
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• v.19 no.1
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• pp.39-53
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• 2021

Objective : The purpose of this study was to systematically review dysphagia rehabilitation treatment for children with feeding disorders. Methods : The articles evaluated in this study were collected from the PubMed, Medline Complete, and CINAHL databases and subsequently reviewed using the PRISMA flow chart and PICOS approach. A total of 13 papers were analyzed for study quality, disease groups, evaluation tools, interventions, and post-intervention effects. Results : Of the reviewed papers, six (46.15%) related to autism spectrum disorder (ASD) and seven (53.85%) to cerebral palsy (CP) with age ranges of between 2 and 8 years for the ASD studies and between 12 months and 18 years for CP. In evaluating the types of feeding disorder involved, the ASD group exhibited predominantly behavioral conditions while the CP subjects had a larger number of functional oral and swallowing issues. In terms of interventions, behavior modifications were used most frequently with ASD while oral-sensory motor, texture modifications, and electrical stimulation were applied at the same frequency with children with CP. All interventions were found to be effective. Conclusion : In this study, research into children with feeding disorders was reviewed according to condition, evaluation tool, and method of intervention. It is expected that this review can be used as basic data for developing a protocol that will allow clinicians to efficiently apply condition-specific interventions for eating disorders without resorting to trial and error.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.2
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• pp.24-34
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• 2023

Objective : This study sought to investigate the effects of a sensory integration intervention focusing on vestibular and proprioceptive on the spatial relations and visual-motor coordination of children with developmental disorders. Methods : Three children with developmental disabilities aged 5 to 6 years were the subjects of this study, and the ABA' design, which is one of the single subject research designs. A total of 18 sessions were conducted over a six-week period-that is, three 30-minute sessions per week. During the three baseline sessions, the children's spatial relations and visual-motor coordination were evaluated prior to the intervention. During the 12 sessions conducted in the intervention period, a vestibular and proprioception sensory integration intervention was performed, while in the final three sessions, the children's spatial relations and visual-motor coordination were again evaluated (without any further intervention Children were measured and evaluated every session after intervention using a computer cognitive rehabilitation program (CoTras-C). Moreover, the Kaufman Assessment Battery for Children and the Korean-Development Test of Visual Perception-2 were used as evaluation tools to verify the effectiveness of the intervention. Results : There were significant differences in the spatial relations and visual-motor coordination scores of the children with developmental disorders before and after the vestibular and proprioceptive sensory integration intervention. More specifically, after the intervention, all three children showed statistically significant improvements. Conclusion : The applied vestibular and proprioceptive sensory integration therapy had a significant impact on the spatial relations and visual-motor coordination of the three children with developmental disorders.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.2
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• pp.50-63
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• 2018

Objective : The purpose of this study is to examine the effects of parent - child interaction therapy on parenting skills and children's problem behaviors by meta - analysis and to provide a basis for intervention methods. Methods : This study was conducted from January 2007 to March 2018 and the study was conducted using the parent-child interaction program for children with disabilities. PubMed and CINAHL, EBSCOhost, Science Direct were used to search for studies, and reference searching was also conducted as a secondary search option. A total of 7 studies was selected to meet the selection criteria, and the final 7 studies were assessed by using the Jadad scale. Statistical tests were performed using the R-meta-analysis program. Results : The effect size of parenting skill was large and the size of the effect of parenting stress was moderate. The children's problem behaviors also showed moderate effect sizes and all p-values were statistically significant (p < .0001). Conclusion : This study examined the effects of parent-child interaction therapy on parenting skills, parenting stress, and children's problem behaviors. Future research is needed to establish the basis for intervention for family involvement in pediatric occupational therapy.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.1-13
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• 2022

Objective : The purpose of this study was to investigate the effects of group Cognitive Orientation to daily Occupational Performance (CO-OP) on the occupational performance and social interaction skills of children with Cerebral Palsy (CP). Methods : A single-case experimental study with an ABA design was conducted from April to June 2021, targeting three children with cerebral palsy who met the study selection criteria. The baseline period consisted of 3 intervention sessions until the data were stabilized, and the intervention period consisted of 10 sessions (once a week, 60 minutes/session). For comparison before and after the intervention, motor development, visual perception, and daily life behavior were evaluated. To evaluate the quality of each session, a performance quality evaluation scale was used. Results : In all 3 subjects, the quality of work performance in the three common goal activities improved. The evaluation scores for visual perception, large and small movements, and daily activities were also improved. Conclusion : This study provided evidence that group CO-OP can improve the pre-academic skills and occupational performance of children with CP.

• The Journal of Korean Academy of Sensory Integration
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• v.11 no.1
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• pp.11-27
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• 2013

Objective : This is a descriptive study using a program review collaborative group program by special educator and occupational therapist for supporting children's school tasks, and it is designed to explore how changed school performance skills and to analyze how applied intervention methods including sensory integrative approach. Methods : Participants were 6 male elementary students(5 = 1st grade, 1 = 2nd grade). Pilot program had reviewed and its results used as base for planning main program. Main program was implemented by collaborative process with teacher and occupational therapist for 1 year. School AMPS was used to assess school task participants, and informal motor and process skill observation was used to assess self-help activities. Description of records by professions about intervention strategies through assessments was described as qualitative way. Japanese sensory inventory was used by parents. Results : Through the collaborative process, assessing children, planning and modifying program, establishing intervention strategies were implemented. Self-help abilities in group program were increased much more independently. School task abilities were increased slightly but skills changed irregularly and unexpectedly and their reasons became considered more complex from sensory processing reasons to social and emotional reasons. Conclusion : Sensory integration had benefits for primary group program and more complex intervention strategies became to emerge demands for person- environment-task challenges. Collaborative practice with teacher and occupational therapist was supplement and synergic effect for children and group dynamics. More objective and comprehensive methods for measure collaboration and group effect would be needed in further study.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.3
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• pp.39-53
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• 2023

Objective : The purpose was the effect of sensory integration therapy combined with an eye tracker on the sensory processing and visual perception of children with developmental disabilities. Methods : It was a single-subject study with a multiple baseline design between subjects, and the intervention applied sensory integration therapy combined with an eye tracker. Visual-motor speed and saccadic eye movements were assessed at each session of baseline and intervention periods. As pre- and post-evaluation, sensory profile, Korean-Developmental Test of Visual Perception and Trail Making Test were conducted. The results of each session evaluation and pre- and post-evaluation researched the effectiveness of the intervention through visual analysis and trend line analysis. Results : As a result of the evaluation for each session, the slope of the trend line for all children in visual-motor speed and saccadic eye movement increased sharply during the intervention compared to the baseline. As a result of the pre- and post-evaluation, the sensory processing of movement, body position, and visual changed from more than that of peers to a level similar to that of peers. In visual perception, all children's ability of Visual Closure increased. As a result of Trail Making Test conducted to confirm the improvement of children's visual tracking and visual-motor abilities, all children showed a decrease in performance time after the test compared to before. Conclusion : It was confirmed that sensory integration therapy combined with an eye tracker for developmental disabilities has effect on sensory processing and visual perception. It is expected to play an important role clinically as it can stimulate children's interest and motivation in line with recent technological improvements and the spread of smart devices.

• Korean Journal of Occupational Therapy
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• v.26 no.4
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• pp.43-55
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• 2018

Objective : The purpose of this study was to investigate the effects of fidget spinner training on the hand function and handwriting legibility of lower grade elementary school studens. Methods : This study randomly assigned a study group of 12 children and control group of 12 children from 24 children in grade 1 and 2 (ages 7 through 8), whose are dominantly right handed. The study used was a pre-post process. The intervention was conducted only on the study group twice a week for 5 weeks and for 40 minutes per session, for a total of ten sessions. The measuring instruments used to compare the hand functions and handwriting legibility were the Jebsen-Taylor Hand Function Test, Grip Strength Test, and Legibility Test. The data analysis used a Wilcoxon signed rank, Mann-Whitney U and Chi-Square cross analysis. Results : The fidget spinner training showed significant improvement in the study group's hand function(grip strength and handwriting legibility) and a significant difference was shown between the control and study groups. Conclusion : This study confirmed the value and utility of a fidget spinner as a tool for improving the hand function and handwriting legibility of elementary school students in lower grades. Future studies are expected to verify the effectiveness of the fidget spinner training based on the present study.