• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.1-13
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• 2018

Objective : The purpose of this study was to investigate the effects of sensory integration intervention combined with oral activity on eating of child with sensitive oral senses. Methods : The study subject was 6 years old boy and diagnosed with developmental disorder. The experiment period was 15 sessions from April 21, 2017 to June 2, 2017. Experimental design used AB design in single-subject design, baseline (A) phase (sensory integration therapy) was 5 sessions and intervention phase (B) (sensory integration therapy combined oral activity) was 10 sessions. During the experiment, the child used the Goal Attainment Scale (GAS) to measure behavioral changes in eating. Results : The GAS score of voluntary eating of favorite foods was 0 on the baseline phase and increased to 1.9 on the intervention phase. The GAS score of voluntary eating of disliking foods was 0 on average during the baseline phase and increased to 1.7 on average during the intervention phase. Conclusion : This study suggests that sensory integration intervention combined with oral activity program may have a positive effect on eating of children with sensitive oral senses and limited food intake.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.1
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• pp.10-20
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• 2017

Objective : The purpose of this study was to investigate the effect of proprioceptive-vestibular based sensory integrative intervention on handwriting and fine motor function in elementary school students in grades 1 to 3. Methods : In this study, eight students in an elementary school in Busan were enrolled. The intervention was conducted twice a week from May to October, 2016, and a total of 14 intervention sessions were conducted. In order to evaluate the writing ability and the fine-motor exercise ability before and after the intervention, the fine-motor movement items of the Korean alphabet writing test and the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) evaluation were used. Results : There was a statistically significant difference between the total scores of consonant writing and the Korean alphabet writing assessment after the intervention. In BOTMP-Fine motor, the response speed items showed statistically significant difference. Visual-motor control scores increased during intervention, but the statistical significance was not found. Conclusion : Sensory integration interventions might have positive effects on elementary school students' writing skills and fine motor functions.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.80-92
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• 2017

Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.2
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• pp.1-10
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• 2022

Objective : This study aimed to investigate the importance, performance, and educational needs of sensory integration intervention competency for newly employed therapists who use sensory integration intervention. Methods : The general characteristics, importance, performance, and educational needs of sensory integration intervention competency were investigated for therapists with less than three years of experience in sensory integration intervention. Educational needs and rankings were identified through Borich needs analysis. Results : The competency cluster that newly employed therapists perceived as the most important but with the lowest performance level was "Expertise," and the demand of the "Expertise" competency cluster was also the highest in the analysis of educational needs. The difference in importance and performance in all sub-competencies was statistically significant. In the Borich needs analysis, the rank of educational needs was derived as follows: "Evaluation skill" (5.56), "Analysis skill" (5.50), and "Overall knowledge of occupational therapy" (5.47). Conclusion : It was found that the newly employed therapist using sensory integration intervention recognized professional competency as the most important, while also recognizing that their professional competency was low. Accordingly, education to enhance professional competency was most needed. This study presented basic data for the direction of education to strengthen competency in consideration of the educational needs of newly employed therapists.

• The Journal of Korean Academy of Sensory Integration
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• v.16 no.1
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• pp.45-55
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• 2018

Objective : The purpose of this systematic review was to inform intervention of sensory integration in adult patients and to provide evidence regarding occupational therapy. Methods : Studies for this review were collected by searching the Pubmed, Scopus, SAGE Journal, Medline, RISS database for articles from 1980 to 2017, using the following keywords: "(sensory integration OR sensory processing OR sensory integrative OR sensory based OR sensory defensiveness) AND adult" A total of 8 studies were included in the analysis. The selected papers were analyzed by using PICO (Patient, Intervention, Comparison, Outcome) framework. Results : The participants' diagnoses were learning disabilities, intellectual disability, dementia and sensory processing disorder. Assessment tools and intervention methods varied according to the researcher's intent. In most studies, sensory integration intervention was shown to be effective. Conclusion : This study was able to confirm that sensory integration intervention was available and effective for adult patients. This was intended to provide clinical evidence for occupational therapists, and further studies should be conducted to establish the application of sensory integration interventions to adults based on this study.

• The Journal of Korean Academy of Sensory Integration
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• v.13 no.2
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• pp.75-84
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• 2015

Objective : The aim of this study was to provide mechanism information of a link between arousal and sensory modulation to increase understanding of neurophysiological study. Subject : Optimal arousal state of a child is an important issue in sensory integration therapy. Limbic system and reticular formation are related to sensory modulation by sensory input. Sensory inputs processes from reticular formation to cortex via ascending reticular activation system for moderate arousal. A lot of neurotransmitters such as cholinergic neurons and monoamin neurons help this processes. Mechanism of arousal was measured by functions of central nervous system (CNS) and autonomic nervous system (ANS) using objective tools such as an electroencephalogram (EEG) and electrodermal responses. Functions of CNS and ANS showed differences between normal children and children with disabilities. Optimal sensory input using sensory integration therapy for children with disabilities helps to act reticular formation, limbic system, and cortex and to maintain appropriate arousal. Conclusion : Such quantitative studies by using neurophysiological methods provide evidence for sensory integration therapy.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.22-34
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• 2017

Objective : The purpose of this study was to draw up sensory integration intervention competency model for occupational therapist and was to confirm a competency model through validation. Methods : We conducted literature review, expert opening survey, and expert focus meeting to draw up draft competency model. And then, we carried out Delphi survey twice and consulted an expert to confirm the sensory integration intervention competency model for occupational therapist. Results : The sensory integration intervention competency model for occupational therapist developed in this study was structured into 4 competency cluster, 15 competency, 60 competency indicators. 4 competency clusters had expertise, professionalism, interpersonal skills, and personal characteristics. Conclusion : The competency model revealed in this study can be used as basic critical data to foster development of competency based curriculum of Korean Academy of Sensory Integration (KASI).

• The Journal of Korean Academy of Sensory Integration
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• v.18 no.2
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• pp.1-14
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• 2020

Objective : This study presents guidelines for setting up a sensory integration room by applying the Delphi method. Methods : The Delphi method was applied in a survey of 22 expert panels asked to review sensory integration therapy from May to June 2020 to collect expert opinions. The survey was conducted in two rounds. The first round involved the collection of opinions based on prior research that used a total of 40 assessment tools, 23 closed questions about treatment tools, and 10 questions about the physical environment. Based on the results of the first round, the second was conducted using a process of item deletion and modification. Results : A total of 59 items were selected in the first round of the survey. In the second the contents of these 59 items were analyzed: each item scored .42 or higher, so no items were deleted. The stability of the survey was also calculated and found to be less than 0.5, so no further testing was required. The average content feasibility ratio of the final Delphi survey was .92, stability .15, convergence .36, and consensus .80, showing high agreement. Conclusion : This study is expected to help institutions and clinical therapists who want to create a sensory integration therapy room in their facilities by examining the physical environment, treatment tools, and evaluation tools used in sensory integration therapy rooms and understanding the views on such environments obtained from the clinical site to sensory integration therapists.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.26-38
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• 2022

Objective : The aim of this study was to determine the priority competency by analyzing the importance, performance, and educational requirements of occupational therapists to develop a competency in performing sensory integration intervention. Methods : Occupational therapists were surveyed by gender, age, educational background, work location, occupational therapy experience, and sensory integration therapy experience. The difference was investigated through the importance-performance analysis of competency, and the priority of the competency was investigated using the Borich demand analysis method. Results : The therapists recognized professional competency as the most important, whereas performance was the least important. In all sub-competencies, the importance was high, but the performance was low. As a result, the education requirement was highest for professional competency. The importance-performance analysis revealed that professional competency was the area requiring the most urgent improvement. As a result of the Borich demand analysis, statistically significant differences between the importance of all competencies and the actual performance. The most significant difference was found in the professional competency group. Conclusion : The occupational therapists in this study who performed sensory integration interventions recognized professional competency as the most important but most lacking in actual clinical practice. The results of this study will be used as guidelines for developing competency-based sensory integrated intervention curricula.

• Korean Journal of Occupational Therapy
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• v.26 no.4
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• pp.111-125
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• 2018

Objective : This study was designed to determine the effects of sensory integration group therapy with regard to the sensory processing, peer interactions, and task performance, and whether they continue. Methods : Twelve children aged 7 to 13 years enrolled in this study for 60 minutes per session, three times a week for 8 weeks. Sensory integration group therapy consisted of a total of 24 activities that included sensory processing, play skills, and interaction with peers. Short Sensory Profile was used to select subjects. In order to measure the outcome, we used the Short Sensory Profile, Penn Interactive Peer Play Scale and Canadian Occupational Performance Measure at pre, post, and follow-up evaluations. The results were analyzed by means of repeated measures analysis, and the pre-test, post-test, and follow-up tests were compared using the Wilcoxon matched-pair signed rank test. Results : After sensory integration group therapy, sensory processing, peer interaction, and task performance significantly improved(p<.05). In addition, we confirmed that the effects of treatment were maintained in the 4 weeks follow-up test. Conclusion : Sensory integration group therapy is an effective way of mediating effects not only by improving sensory processing skills, but also by providing imitation and training in groups for children in need of peer interaction and linking them to daily life.