The Relationship between Sensory Processing Patterns and Behavioral Patterns in Children

Autor/inn/en	Nesayan, Abbas; Asadi Gandomani, Roghayeh; Movallali, Gita; Dunn, Winnie
Titel	The Relationship between Sensory Processing Patterns and Behavioral Patterns in Children
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 11 (2018) 2, S.124-132 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2018.1432447
Schlagwörter	Sensory Integration; Cognitive Processes; Occupational Therapy; Behavior Problems; Rating Scales; Correlation; Behavior Patterns; Elementary School Students; Preschool Children; Hyperactivity; Attention Deficit Disorders; Referral; Foreign Countries; Measures (Individuals); Incidence; Profiles; Statistical Analysis; Iran (Tehran); Conners Teacher Rating Scale + Suchen Sie Ihr Suchwort? Sensorische Integration; Cognitive process; Kognitiver Prozess; Beschäftigungstherapie; Rating-Skala; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ausland; Messdaten; Vorkommen; Charakterisierung; Profilanalyse; Statistische Analyse
Abstract	This study investigates the relationship between sensory processing patterns and behavioral patterns in children. The population consisted of all children in Tehran city. Participation included 229 school and 155 preschool children. We collected data using the Sensory Profile School Companion and Conners Teacher Rating Scale. Results showed that 'conduct,' 'inattentive/passive,' and 'hyperactivity' behavior patterns from the CTRS were significantly correlated with registration, seeking, sensitivity and avoiding from the SPSC in preschool and elementary school children (p < 0.001). Because of scoring, this means that behavior patterns were more prevalent when children had more frequent sensory processing patterns as well. This relationship should be considered when children are referred to occupational therapy for sensory processing problems or behavioral challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01