AIM A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in... more AIM A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in the population of children with global developmental delays (GDD). The presence of developmental disabilities in general, and DCD in particular, constitute a risk factor for difficulties in social skills. However, to the best of our knowledge, no studies, have examined the unique contribution of DCD to social skills, over and above the effect of other general developmental impairments. The aim of this study was to compare the social skills of kindergarten children with Global Developmental Delay, with and without DCD. METHODS Participants included 26 kindergarten children with Global Developmental Delay and DCD (Mage = 4.92, 61 % boys), and 26 children with Global Developmental Delay without DCD (Mage = 5.09, 69.25 % boys). All participants' parents and kindergarten teachers completed the Social Skills Improvement System Questionnaire (SSIS). RESULTS Children with GDD only performed significantly better on social skills compared to children with GDD and DCD. Parents in general reported better social skills and less behavioral problems compared to kindergarten teachers. CONCLUSIONS The findings contribute to the accumulating body of knowledge regarding social abilities of children with developmental disabilities and present new information as to the unique effect of DCD in this domain. Routine evaluation of social skills should be conducted among children with GDD and DCD, taking into account the negative influence that motor dysfunction has in this domain. Furthermore, children's social performance in different environments needs to be considered by relating to both parents and kindergarten teachers' perspective. Subsequent intervention programs should then address the unique profile of this population.
The American Journal of Occupational Therapy, 2021
Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limi... more Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Individuals with female sexual dysfunction (FSD) were found to be at increased risk for sensory over-responsivity across sensory modalities. OTs provide services for a variety of diagnostic populations with sexual dysfunction and should expand their unique role to include individuals with co-occurring FSD and sensory modulation disorder, by incorporating sensory processing into the routine evaluation and providing sensory strategies to facilitate satisfying sexual functioning. Primary Author and Speaker: Aviva Yochman Contributing Authors: Mijal Luria, Hadas Noy-Nota
Preliminary evidence supports a possible association between post-traumatic stress disorder (PTSD... more Preliminary evidence supports a possible association between post-traumatic stress disorder (PTSD) and sensory modulation disorder (SMD). Nevertheless, the research focusing on this relationship in children is notably limited. This study examined children with and without PTS symptoms, by comparing their mothers’ perceptions of their responses to sensory events in daily life. Mothers of 134 non-referred children aged 5–11, exposed to continuous traumatic stress due to political violence, completed the UCLA-RI and the Short Sensory Profile questionnaires. Significant differences emerged between children with different levels of PTS symptoms in various sensory modalities. Furthermore, half of the symptomatic children had suspected clinically significant deficits in sensory processing. In addition, PTSD symptoms were significantly associated with most of the sensory processing scores. Logistic regression indicated that the overall sensory processing score was a significant predictor of group classification. The results indicate that children with PTS symptoms may be at increased risk for sensory processing deficits. Evaluation of sensory processing should be incorporated into the routine evaluation of this population in order to determine whether this is an additional factor contributing to a child’s difficulties in participating in daily activities. Subsequent intervention programs should then address the multiple needs of these children.
Psychological Trauma: Theory, Research, Practice, and Policy, 2019
BACKGROUND The interrelation between exposure to trauma, posttraumatic stress disorder (PTSD), an... more BACKGROUND The interrelation between exposure to trauma, posttraumatic stress disorder (PTSD), and regulatory functioning in children is gaining increasing attention. This study examines the effects of maternal posttraumatic symptoms (PTS) on child deficits in sensory regulation, behavior regulation, and executive functioning. METHOD The sample at the first measurement (2011, T1) included 382 Israeli mothers and their young children (child's mean age = 3.89 years; SD = 1.26), and 240 of them were reassessed after 4 years (2015, T2). Mothers self-reported their trauma exposure and posttraumatic distress symptoms (PTSD) and filled out questionnaires on their children's sensory regulation (new version of the Short Sensory Profile including sensory processing and behavior regulation as well as their level of executive functioning (Dysexecutive Questionnaire). RESULTS A path model showed that maternal PTS at T1 predicted maternal PTS at T2, which in turn was associated with problems in their children's sensory regulation, behavior regulation, and their level of executive functioning. These results highlight the relationship between mother's posttraumatic distress and her child's regulatory functioning. CONCLUSIONS The study supports the construct of relational PTSD and broadens it to additional aspects of children's deficits in sensory regulation, behavior regulation, and executive functioning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy... more OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy intervention for preschoolers with attention deficit hyperactivity disorder (ADHD). METHOD. Seventeen preschooler–parent dyads attended 11 weekly group sessions focused on acquiring executive strategies through occupational performance. Functional improvement was measured using the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS); executive function, using the Behavior Rating Inventory of Executive Function–Pediatric; ADHD symptomatology, using Conners’ Parent Rating Scale–Revised and Conners’ Teacher Rating Scale–Revised; and social functioning, using the Social Participation scale of the Sensory Processing Measure. RESULTS. Significant improvement was found on the COPM and GAS measures, whereas mixed results were found on the other measures, with improvements found in children whose scores indicated impairment at baseline. CONCLUSIONS. Cognitive–funct...
Physical & Occupational Therapy in Pediatrics, 2009
There is a need, among practitioners and researchers, for a feasible, user-friendly assessment to... more There is a need, among practitioners and researchers, for a feasible, user-friendly assessment tool that evaluates overall participation and guides intervention. This paper describes the process of construction and development of the Participation in Childhood Occupations Questionnaire (PICO-Q) and the establishment of its primary psychometric properties. The 22-item instrument measures the level, enjoyment, and frequency of performance for children's participation in daily occupations in a variety of environments. The questionnaire was completed by the mothers of 41 children between the ages of 6 and 10 years (24 children with and 17 children without sensory modulation disorder). Cronbach's alpha varied from. 86 to. 89, indicating internal consistency of items. Test-retest reliability varied from. 69 to. 86, indicating that the instrument provides a stable measurement over time. The PICO-Q was found to differentiate between children with and without participation restrictions. The PICO-Q shows initial reliability and validity and has both research and clinical application potential.
Physical & Occupational Therapy in Pediatrics, 1998
... Address correspondence to: Aviva Yochman. MA, OTR, School of Occupational Therapy, Hebrew Uni... more ... Address correspondence to: Aviva Yochman. MA, OTR, School of Occupational Therapy, Hebrew University of Jerusalem, Mount Scopus, 24026. ... 21. Berninger VW, Rutberg J. Relationship of finger function to beginning writ-ing: Application to diagnosis of writing disabilities. ...
Physical & Occupational Therapy in Pediatrics, 2002
The purpose of this study was to investigate the construct validity of the Miller Assessment for ... more The purpose of this study was to investigate the construct validity of the Miller Assessment for Preschoolers (MAP) and the Pediatric Examination of Educational Readiness (PEER), two assessment tools that occupational therapists and physical therapists can use for early identification of children with developmental disabilities. The sample included 84 Israeli children who were tested on the MAP (42 children with pre-academic problems and 42 typically developing children), and 70 children who were tested on the PEER (35 children with pre-academic problems and 35 typically developing children). Out of this pool of subjects, 30 typically developing children and 30 children with pre-academic problems were tested on both tests and the results were used for additional data analysis. We found differences between the groups' MAP and PEER total scores as well as their developmental indices scores. Children with pre-academic problems scored lower. The supplementary behavioral observations of the tests yielded less definite results. A strong correlation existed between the total scores of the MAP and the PEER, and the total scores of the tests correlated significantly with each of the sub-scores of the other test. The findings support the construct validity of both tests, thereby suggesting that either test can be used to identify children with pre-academic problems.
Given limited research on perceptual-motor functioning of preschool children with symptoms of ADH... more Given limited research on perceptual-motor functioning of preschool children with symptoms of ADHD, the purpose of this study was to compare the fine motor, gross motor, visuomotor, and oral-motor functioning of 49 4- to 6-yr.-old children with symptoms of Attention Deficit Hyperactivity Disorder and 48 typically developing children. Analysis showed scores of the ADHD group were significantly lower than those of the control group on all perceptuomotor measures. In addition, scores on all measures yielded significant correlations with scores on the Hyperactive-Inattentive scale of the Preschool Behavior Questionnaire. Regression analyses indicated that the scores of gross motor and visuomotor functioning were significant predictors of group classification (with and without ADHD). These findings extend the well documented findings of perceptuomotor deficits among school-age children with ADHD into the preschool period and emphasize the importance of early assessment and treatment of t...
The study objectives were: (a) to compare the prevalence of children at risk and/or with developm... more The study objectives were: (a) to compare the prevalence of children at risk and/or with developmental delay (at risk/delayed) among the Ultra-Orthodox community with the prevalence reported in the literature and (b) to compare the performance of Ultra-Orthodox children in kindergarten versus that of children in preschool. To this end, motor, visual-motor integration and cognitive performance of 203 Ultra-Orthodox boys from low socio-economic status were assessed. We found a higher percentage of children who were at risk/delayed in gross motor and motor-cognitive skills as compared with the percentage reported in the literature. However, as opposed to expected, the results did not show that there was a higher percent of at-risk/delayed children among the kindergarten group as compared with those among the preschool group. Our findings are consistent with the research literature suggesting that children's cultural background and economic constraints can affect their motor and cognitive development. Thus, occupational therapists and other health professionals should be more culturally competent and more aware of the specific values and practices of families of children with whom they work, which can impact their development. However, in this study, it is difficult to distinguish between the influence of the cultural factors and the influence of socio-economic factors. Therefore, it is recommended to repeat this study among children from either low socio-economic status or other cultural backgrounds.
The purpose of this study was to examine the interrelations between legibility of handwriting, at... more The purpose of this study was to examine the interrelations between legibility of handwriting, atomistic factors, handwriting speed, and perceptual-motor body functions. The authors aimed to determine the contribution of these factors in predicting students' handwriting performance during copying and dictation and to assess performance differences under both of these writing conditions. The handwriting performance of 35 third graders with writing difficulties and 35 control subjects was assessed during copying and dictation. The control group performed significantly better on all measures during both copying and dictation. Only overall legibility predicted handwriting performance during copying, whereas both speed and overall legibility predicted handwriting performance during dictation. Only spatial organization significantly predicted overall legibility for both groups and conditions. The findings suggest that handwriting speed and overall legibility are separate constructs and that different components underlie writing during copying and dictation. These results have clinical implications for handwriting evaluation and intervention.
OBJECTIVE. The purpose of this study was to compare parents’ perceptions of the responses of thei... more OBJECTIVE. The purpose of this study was to compare parents’ perceptions of the responses of their preschool children, with and without attention deficit hyperactivity disorder (ADHD), to sensory events in daily life in Israel. In addition, the relationship between levels of hyperactivity and sensory deficits was examined. METHOD. The Sensory Profile Questionnaire (SP) was completed by mothers of forty-eight 4- to 6-year-old children with ADHD, and mothers of 46 children without disabilities. A matched group comparison design was used to identify possible differences in sensory processing. RESULTS. Based on the measure of mothers’ perceptions, children with ADHD demonstrated statistically significant differences from children without ADHD in their sensory responsiveness as reflected in 6 out of 9 factor scores (p < .001–.05), and on their sensory processing, modulation, and behavioral and emotional responses, as reflected in 11 out of 14 section scores (p < .001–.05). Scores o...
Teacher's perceptions and attitudes regarding working with parents are critical factors contr... more Teacher's perceptions and attitudes regarding working with parents are critical factors contributing to family-centered service. This survey provides an in-depth understanding of the 387 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.32, No.2, 2017 components perceived by conductors (teachers in Conductive Education settings) as being cornerstone of successful parent-conductor relationships. The Conductors and Parents Questionnaire of children with disabilities was administrated to thirty-seven conductors (97% consent rate). Conductors identified working with parents, exploring parent goals, degree of parental investment and instilling a sense of confidence in parents as the most significant factors enabling a child’s progress. Evidence of significant factors contributing to successful partnerships emphasize delivering services in a wider context, in which families and not just children are the focus for support
Objectives: To evaluate children's behavior during dental examinations, their reactions to va... more Objectives: To evaluate children's behavior during dental examinations, their reactions to various selected sensory stimuli and the association between them. Study design: Sixty-three children (28 boys and 35 girls) aged 5–12 years (mean age 7.9 ± 1.6 years) participated in the study. Their parents were asked to complete a questionnaire while in the dentist's waiting room. The dentists evaluated the children's behavior in the dental office using Frankl's behavioral scale and noted the children's reactions to the sensory stimuli of touch, noise, smell and backward tilting of the examination chair. Results: Most of the children cooperated during the dental examination. Lack of cooperation was associated with adverse reactions to all selected sensory stimuli. There was also an association between resistance to brushing teeth and adverse reaction to touch. Children who reacted negatively to sensory stimuli during dental examinations were more likely to have needed ad...
The purpose of this study was to examine the relationship between visual perception and visual-mo... more The purpose of this study was to examine the relationship between visual perception and visual-motor integration in 30 normal children compared to 30 clumsy children. Difficulty in visual perception, as assessed by the Test of Visual-Perceptual Skills, accounts for about half the variance in the clumsy children's performance in visual-motor integration, as assessed by the Developmental Test of Visual Motor Integration. In contrast, the correlation between scores on these tests for normal control children was low and not significant. These results suggest that visual perception and visual-motor integration may be separate functions in normally developing children. When considering clumsy children, however, these functions cannot be considered as two independent skills.
AIM A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in... more AIM A high prevalence of co-occurring Developmental Coordination Disorder (DCD) has been noted in the population of children with global developmental delays (GDD). The presence of developmental disabilities in general, and DCD in particular, constitute a risk factor for difficulties in social skills. However, to the best of our knowledge, no studies, have examined the unique contribution of DCD to social skills, over and above the effect of other general developmental impairments. The aim of this study was to compare the social skills of kindergarten children with Global Developmental Delay, with and without DCD. METHODS Participants included 26 kindergarten children with Global Developmental Delay and DCD (Mage = 4.92, 61 % boys), and 26 children with Global Developmental Delay without DCD (Mage = 5.09, 69.25 % boys). All participants' parents and kindergarten teachers completed the Social Skills Improvement System Questionnaire (SSIS). RESULTS Children with GDD only performed significantly better on social skills compared to children with GDD and DCD. Parents in general reported better social skills and less behavioral problems compared to kindergarten teachers. CONCLUSIONS The findings contribute to the accumulating body of knowledge regarding social abilities of children with developmental disabilities and present new information as to the unique effect of DCD in this domain. Routine evaluation of social skills should be conducted among children with GDD and DCD, taking into account the negative influence that motor dysfunction has in this domain. Furthermore, children's social performance in different environments needs to be considered by relating to both parents and kindergarten teachers' perspective. Subsequent intervention programs should then address the unique profile of this population.
The American Journal of Occupational Therapy, 2021
Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limi... more Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Individuals with female sexual dysfunction (FSD) were found to be at increased risk for sensory over-responsivity across sensory modalities. OTs provide services for a variety of diagnostic populations with sexual dysfunction and should expand their unique role to include individuals with co-occurring FSD and sensory modulation disorder, by incorporating sensory processing into the routine evaluation and providing sensory strategies to facilitate satisfying sexual functioning. Primary Author and Speaker: Aviva Yochman Contributing Authors: Mijal Luria, Hadas Noy-Nota
Preliminary evidence supports a possible association between post-traumatic stress disorder (PTSD... more Preliminary evidence supports a possible association between post-traumatic stress disorder (PTSD) and sensory modulation disorder (SMD). Nevertheless, the research focusing on this relationship in children is notably limited. This study examined children with and without PTS symptoms, by comparing their mothers’ perceptions of their responses to sensory events in daily life. Mothers of 134 non-referred children aged 5–11, exposed to continuous traumatic stress due to political violence, completed the UCLA-RI and the Short Sensory Profile questionnaires. Significant differences emerged between children with different levels of PTS symptoms in various sensory modalities. Furthermore, half of the symptomatic children had suspected clinically significant deficits in sensory processing. In addition, PTSD symptoms were significantly associated with most of the sensory processing scores. Logistic regression indicated that the overall sensory processing score was a significant predictor of group classification. The results indicate that children with PTS symptoms may be at increased risk for sensory processing deficits. Evaluation of sensory processing should be incorporated into the routine evaluation of this population in order to determine whether this is an additional factor contributing to a child’s difficulties in participating in daily activities. Subsequent intervention programs should then address the multiple needs of these children.
Psychological Trauma: Theory, Research, Practice, and Policy, 2019
BACKGROUND The interrelation between exposure to trauma, posttraumatic stress disorder (PTSD), an... more BACKGROUND The interrelation between exposure to trauma, posttraumatic stress disorder (PTSD), and regulatory functioning in children is gaining increasing attention. This study examines the effects of maternal posttraumatic symptoms (PTS) on child deficits in sensory regulation, behavior regulation, and executive functioning. METHOD The sample at the first measurement (2011, T1) included 382 Israeli mothers and their young children (child's mean age = 3.89 years; SD = 1.26), and 240 of them were reassessed after 4 years (2015, T2). Mothers self-reported their trauma exposure and posttraumatic distress symptoms (PTSD) and filled out questionnaires on their children's sensory regulation (new version of the Short Sensory Profile including sensory processing and behavior regulation as well as their level of executive functioning (Dysexecutive Questionnaire). RESULTS A path model showed that maternal PTS at T1 predicted maternal PTS at T2, which in turn was associated with problems in their children's sensory regulation, behavior regulation, and their level of executive functioning. These results highlight the relationship between mother's posttraumatic distress and her child's regulatory functioning. CONCLUSIONS The study supports the construct of relational PTSD and broadens it to additional aspects of children's deficits in sensory regulation, behavior regulation, and executive functioning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy... more OBJECTIVE. To test functional improvement after a group cognitive–functional occupational therapy intervention for preschoolers with attention deficit hyperactivity disorder (ADHD). METHOD. Seventeen preschooler–parent dyads attended 11 weekly group sessions focused on acquiring executive strategies through occupational performance. Functional improvement was measured using the Canadian Occupational Performance Measure (COPM) and Goal Attainment Scaling (GAS); executive function, using the Behavior Rating Inventory of Executive Function–Pediatric; ADHD symptomatology, using Conners’ Parent Rating Scale–Revised and Conners’ Teacher Rating Scale–Revised; and social functioning, using the Social Participation scale of the Sensory Processing Measure. RESULTS. Significant improvement was found on the COPM and GAS measures, whereas mixed results were found on the other measures, with improvements found in children whose scores indicated impairment at baseline. CONCLUSIONS. Cognitive–funct...
Physical & Occupational Therapy in Pediatrics, 2009
There is a need, among practitioners and researchers, for a feasible, user-friendly assessment to... more There is a need, among practitioners and researchers, for a feasible, user-friendly assessment tool that evaluates overall participation and guides intervention. This paper describes the process of construction and development of the Participation in Childhood Occupations Questionnaire (PICO-Q) and the establishment of its primary psychometric properties. The 22-item instrument measures the level, enjoyment, and frequency of performance for children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s participation in daily occupations in a variety of environments. The questionnaire was completed by the mothers of 41 children between the ages of 6 and 10 years (24 children with and 17 children without sensory modulation disorder). Cronbach&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s alpha varied from. 86 to. 89, indicating internal consistency of items. Test-retest reliability varied from. 69 to. 86, indicating that the instrument provides a stable measurement over time. The PICO-Q was found to differentiate between children with and without participation restrictions. The PICO-Q shows initial reliability and validity and has both research and clinical application potential.
Physical & Occupational Therapy in Pediatrics, 1998
... Address correspondence to: Aviva Yochman. MA, OTR, School of Occupational Therapy, Hebrew Uni... more ... Address correspondence to: Aviva Yochman. MA, OTR, School of Occupational Therapy, Hebrew University of Jerusalem, Mount Scopus, 24026. ... 21. Berninger VW, Rutberg J. Relationship of finger function to beginning writ-ing: Application to diagnosis of writing disabilities. ...
Physical & Occupational Therapy in Pediatrics, 2002
The purpose of this study was to investigate the construct validity of the Miller Assessment for ... more The purpose of this study was to investigate the construct validity of the Miller Assessment for Preschoolers (MAP) and the Pediatric Examination of Educational Readiness (PEER), two assessment tools that occupational therapists and physical therapists can use for early identification of children with developmental disabilities. The sample included 84 Israeli children who were tested on the MAP (42 children with pre-academic problems and 42 typically developing children), and 70 children who were tested on the PEER (35 children with pre-academic problems and 35 typically developing children). Out of this pool of subjects, 30 typically developing children and 30 children with pre-academic problems were tested on both tests and the results were used for additional data analysis. We found differences between the groups&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; MAP and PEER total scores as well as their developmental indices scores. Children with pre-academic problems scored lower. The supplementary behavioral observations of the tests yielded less definite results. A strong correlation existed between the total scores of the MAP and the PEER, and the total scores of the tests correlated significantly with each of the sub-scores of the other test. The findings support the construct validity of both tests, thereby suggesting that either test can be used to identify children with pre-academic problems.
Given limited research on perceptual-motor functioning of preschool children with symptoms of ADH... more Given limited research on perceptual-motor functioning of preschool children with symptoms of ADHD, the purpose of this study was to compare the fine motor, gross motor, visuomotor, and oral-motor functioning of 49 4- to 6-yr.-old children with symptoms of Attention Deficit Hyperactivity Disorder and 48 typically developing children. Analysis showed scores of the ADHD group were significantly lower than those of the control group on all perceptuomotor measures. In addition, scores on all measures yielded significant correlations with scores on the Hyperactive-Inattentive scale of the Preschool Behavior Questionnaire. Regression analyses indicated that the scores of gross motor and visuomotor functioning were significant predictors of group classification (with and without ADHD). These findings extend the well documented findings of perceptuomotor deficits among school-age children with ADHD into the preschool period and emphasize the importance of early assessment and treatment of t...
The study objectives were: (a) to compare the prevalence of children at risk and/or with developm... more The study objectives were: (a) to compare the prevalence of children at risk and/or with developmental delay (at risk/delayed) among the Ultra-Orthodox community with the prevalence reported in the literature and (b) to compare the performance of Ultra-Orthodox children in kindergarten versus that of children in preschool. To this end, motor, visual-motor integration and cognitive performance of 203 Ultra-Orthodox boys from low socio-economic status were assessed. We found a higher percentage of children who were at risk/delayed in gross motor and motor-cognitive skills as compared with the percentage reported in the literature. However, as opposed to expected, the results did not show that there was a higher percent of at-risk/delayed children among the kindergarten group as compared with those among the preschool group. Our findings are consistent with the research literature suggesting that children&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s cultural background and economic constraints can affect their motor and cognitive development. Thus, occupational therapists and other health professionals should be more culturally competent and more aware of the specific values and practices of families of children with whom they work, which can impact their development. However, in this study, it is difficult to distinguish between the influence of the cultural factors and the influence of socio-economic factors. Therefore, it is recommended to repeat this study among children from either low socio-economic status or other cultural backgrounds.
The purpose of this study was to examine the interrelations between legibility of handwriting, at... more The purpose of this study was to examine the interrelations between legibility of handwriting, atomistic factors, handwriting speed, and perceptual-motor body functions. The authors aimed to determine the contribution of these factors in predicting students' handwriting performance during copying and dictation and to assess performance differences under both of these writing conditions. The handwriting performance of 35 third graders with writing difficulties and 35 control subjects was assessed during copying and dictation. The control group performed significantly better on all measures during both copying and dictation. Only overall legibility predicted handwriting performance during copying, whereas both speed and overall legibility predicted handwriting performance during dictation. Only spatial organization significantly predicted overall legibility for both groups and conditions. The findings suggest that handwriting speed and overall legibility are separate constructs and that different components underlie writing during copying and dictation. These results have clinical implications for handwriting evaluation and intervention.
OBJECTIVE. The purpose of this study was to compare parents’ perceptions of the responses of thei... more OBJECTIVE. The purpose of this study was to compare parents’ perceptions of the responses of their preschool children, with and without attention deficit hyperactivity disorder (ADHD), to sensory events in daily life in Israel. In addition, the relationship between levels of hyperactivity and sensory deficits was examined. METHOD. The Sensory Profile Questionnaire (SP) was completed by mothers of forty-eight 4- to 6-year-old children with ADHD, and mothers of 46 children without disabilities. A matched group comparison design was used to identify possible differences in sensory processing. RESULTS. Based on the measure of mothers’ perceptions, children with ADHD demonstrated statistically significant differences from children without ADHD in their sensory responsiveness as reflected in 6 out of 9 factor scores (p < .001–.05), and on their sensory processing, modulation, and behavioral and emotional responses, as reflected in 11 out of 14 section scores (p < .001–.05). Scores o...
Teacher's perceptions and attitudes regarding working with parents are critical factors contr... more Teacher's perceptions and attitudes regarding working with parents are critical factors contributing to family-centered service. This survey provides an in-depth understanding of the 387 INTERNATIONAL JOURNAL OF SPECIAL EDUCATION Vol.32, No.2, 2017 components perceived by conductors (teachers in Conductive Education settings) as being cornerstone of successful parent-conductor relationships. The Conductors and Parents Questionnaire of children with disabilities was administrated to thirty-seven conductors (97% consent rate). Conductors identified working with parents, exploring parent goals, degree of parental investment and instilling a sense of confidence in parents as the most significant factors enabling a child’s progress. Evidence of significant factors contributing to successful partnerships emphasize delivering services in a wider context, in which families and not just children are the focus for support
Objectives: To evaluate children's behavior during dental examinations, their reactions to va... more Objectives: To evaluate children's behavior during dental examinations, their reactions to various selected sensory stimuli and the association between them. Study design: Sixty-three children (28 boys and 35 girls) aged 5–12 years (mean age 7.9 ± 1.6 years) participated in the study. Their parents were asked to complete a questionnaire while in the dentist's waiting room. The dentists evaluated the children's behavior in the dental office using Frankl's behavioral scale and noted the children's reactions to the sensory stimuli of touch, noise, smell and backward tilting of the examination chair. Results: Most of the children cooperated during the dental examination. Lack of cooperation was associated with adverse reactions to all selected sensory stimuli. There was also an association between resistance to brushing teeth and adverse reaction to touch. Children who reacted negatively to sensory stimuli during dental examinations were more likely to have needed ad...
The purpose of this study was to examine the relationship between visual perception and visual-mo... more The purpose of this study was to examine the relationship between visual perception and visual-motor integration in 30 normal children compared to 30 clumsy children. Difficulty in visual perception, as assessed by the Test of Visual-Perceptual Skills, accounts for about half the variance in the clumsy children's performance in visual-motor integration, as assessed by the Developmental Test of Visual Motor Integration. In contrast, the correlation between scores on these tests for normal control children was low and not significant. These results suggest that visual perception and visual-motor integration may be separate functions in normally developing children. When considering clumsy children, however, these functions cannot be considered as two independent skills.
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