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http://dx.doi.org/10.5392/JKCA.2011.11.5.260

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

Hong, Mi-Young (삼육재활센터부설의원)
Kim, Jin-Kyung (한서대학교 작업치료학과)
Kang, Dae-Hyuk (한서대학교 작업치료학과)
Publication Information
The Journal of the Korea Contents Association / v.11, no.5, 2011 , pp. 260-269 More about this Journal
Abstract
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.
Keywords
Intellectual Disability; Self-initiation; Sensory Integration; Task Performance; Video Modeling;
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