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processing disorder</title> <meta name="description" content="Search results for: sensory processing disorder"> <meta name="keywords" content="sensory processing disorder"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="sensory processing disorder"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5398</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: sensory processing disorder</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5398</span> Psychometric Properties of the Sensory Processing Measure Preschool-Home among Children with Autism in Saudi Arabia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahad%20Alkhalifah">Shahad Alkhalifah</a>, <a href="https://publications.waset.org/abstracts/search?q=Jonh%20Wright"> Jonh Wright</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder (ASD) is a pervasive developmental disorder associated, for 42% to 88% of people with ASD, with sensory processing disorders. Sensory processing disorders (SPD) impact daily functioning, and it is, therefore, essential to be able to diagnose them accurately. Currently, however, there is no assessment tool available for the Saudi Arabia (SA) population that would cover a wider enough age range. Therefore, this study aimed to assess the psychometric properties of the Sensory Processing Measure Preschool-Home Form (SPM-P) when used in English, with a population of English-speaking Saudi participants. This was chosen due to time limitations and the urgency in providing practitioners with appropriate tools. Using a convenience sampling approach group of caregivers of typically developing (TD) children and a group of caregivers for children with ASD were recruited (N = 40 and N = 16, respectively), and completed the SPM-P Home Form. Participants were also invited to complete it again after two weeks for test-retest reliability, and respectively, nine and five agreed. Reliability analyses suggested some issues with a few items when used in the Saudi culture, and, along with interscale correlations, it highlighted concerns with the factor structure. However, it was also found that the SPM-P Home has good criterion-based validity, and it is, therefore, suggested that it can be used until a tool is developed through translation and cultural adaptation. It is also suggested that the current factor structure of SPM-P Home is reassessed using a large sample. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory" title=" sensory"> sensory</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20dysfunction" title=" sensory processing dysfunction"> sensory processing dysfunction</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=validity" title=" validity"> validity</a> </p> <a href="https://publications.waset.org/abstracts/88556/psychometric-properties-of-the-sensory-processing-measure-preschool-home-among-children-with-autism-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88556.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5397</span> Relation between Sensory Processing Patterns and Working Memory in Autistic Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abbas%20Nesayan">Abbas Nesayan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In recent years, autism has been under consideration in public and research area. Autistic children have dysfunction in communication, socialization, repetitive and stereotyped behaviors. In addition, they clinically suffer from difficulty in attention, challenge with familiar behaviors and sensory processing problems. Several variables are linked to sensory processing problems in autism, one of these variables is working memory. Working memory is part of the executive function which provides the necessary ability to completing multiple stages tasks. Method: This study has categorized in correlational research methods. After determining of entry criteria, according to purposive sampling method, 50 children were selected. Dunn’s sensory profile school companion was used for assessment of sensory processing patterns; behavioral rating inventory of executive functions was used (BRIEF) for assessment of working memory. Pearson correlation coefficient and linear regression were used for data analyzing. Results: The results showed the significant relationship between sensory processing patterns (low registration, sensory seeking, sensory sensitivity and sensory avoiding) with working memory in autistic children. Conclusion: According to the findings, there is the significant relationship between the patterns of sensory processing and working memory. So, in order to improve the working memory could be used some interventions based on the sensory processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20patterns" title="sensory processing patterns">sensory processing patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic%20children" title=" autistic children"> autistic children</a> </p> <a href="https://publications.waset.org/abstracts/75706/relation-between-sensory-processing-patterns-and-working-memory-in-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5396</span> Status of Sensory Profile Score among Children with Autism in Selected Centers of Dhaka City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nupur%20A.%20D.">Nupur A. D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Miah%20M.%20S."> Miah M. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Moniruzzaman%20S.%20K."> Moniruzzaman S. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism is a neurobiological disorder that affects physical, social, and language skills of a person. A child with autism feels difficulty for processing, integrating, and responding to sensory stimuli. Current estimates have shown that 45% to 96 % of children with Autism Spectrum Disorder demonstrate sensory difficulties. As autism is a worldwide burning issue, it has become a highly prioritized and important service provision in Bangladesh. The sensory deficit does not only hamper the normal development of a child, it also hampers the learning process and functional independency. The purpose of this study was to find out the prevalence of sensory dysfunction among children with autism and recognize common patterns of sensory dysfunction. A cross-sectional study design was chosen to carry out this research work. This study enrolled eighty children with autism and their parents by using the systematic sampling method. In this study, data were collected through the Short Sensory Profile (SSP) assessment tool, which consists of 38 items in the questionnaire, and qualified graduate Occupational Therapists were directly involved in interviewing parents as well as observing child responses to sensory related activities of the children with autism from four selected autism centers in Dhaka, Bangladesh. All item analyses were conducted to identify items yielding or resulting in the highest reported sensory processing dysfunction among those children through using SSP and Statistical Package for Social Sciences (SPSS) version 21.0 for data analysis. This study revealed that almost 78.25% of children with autism had significant sensory processing dysfunction based on their sensory response to relevant activities. Under-responsive sensory seeking and auditory filtering were the least common problems among them. On the other hand, most of them (95%) represented that they had definite to probable differences in sensory processing, including under-response or sensory seeking, auditory filtering, and tactile sensitivity. Besides, the result also shows that the definite difference in sensory processing among 64 children was within 100%; it means those children with autism suffered from sensory difficulties, and thus it drew a great impact on the children’s Daily Living Activities (ADLs) as well as social interaction with others. Almost 95% of children with autism require intervention to overcome or normalize the problem. The result gives insight regarding types of sensory processing dysfunction to consider during diagnosis and ascertaining the treatment. So, early sensory problem identification is very important and thus will help to provide appropriate sensory input to minimize the maladaptive behavior and enhance to reach the normal range of adaptive behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20difficulties" title=" sensory processing difficulties"> sensory processing difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20profile" title=" sensory profile"> sensory profile</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a> </p> <a href="https://publications.waset.org/abstracts/177706/status-of-sensory-profile-score-among-children-with-autism-in-selected-centers-of-dhaka-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5395</span> A Pilot Study on the Sensory Processing Difficulty Pattern Association between the Hot and Cold Executive Function Deficits in Attention Deficit Hyperactivity Deficit Child</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheng-Fen%20Fan">Sheng-Fen Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Sung-Hui%20Tseng"> Sung-Hui Tseng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity deficit (ADHD) child display diverse sensory processing difficulty behaviors. There is less evidence to figure out how the association between executive function and sensory deficit. To determine whether sensory deficit influence the executive functions, we examined sensory processing by SPM and try to indicate hot/cold executive function (EF) by BRIEF2, respectively. We found that the hot executive function deficit might associate with auditory processing in a variety of settings, and vestibular input to maintain balance and upright posture; the cold EF deficit might opposite to the hot EF deficit, the vestibular sensory modulation difficulty association with emotion shifting and emotional regulation. These results suggest that sensory processing might be another consideration factor to influence the higher cognitive control or emotional regulation of EF. Overall, this study indicates the distinction between hot and cold EF impairments with different sensory modulation problem. Moreover, for clinician, it needs more cautious consideration to conduct intervention with ADHD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hot%20executive%20function" title="hot executive function">hot executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20executive%20function" title=" cold executive function"> cold executive function</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing" title=" sensory processing"> sensory processing</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a> </p> <a href="https://publications.waset.org/abstracts/81479/a-pilot-study-on-the-sensory-processing-difficulty-pattern-association-between-the-hot-and-cold-executive-function-deficits-in-attention-deficit-hyperactivity-deficit-child" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5394</span> Pitch Processing in Autistic Mandarin-Speaking Children with Hypersensitivityand Hypo-Sensitivity: An Event-Related Potential Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaiying%20Lai">Kaiying Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Suiping%20Wang"> Suiping Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Luodi%20Yu"> Luodi Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhang"> Yang Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pengmin%20Qin"> Pengmin Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abnormalities in auditory processing are one of the most commonly reported sensory processing impairments in children with Autism Spectrum Disorder (ASD). Tonal language speaker with autism has enhanced neural sensitivity to pitch changes in pure tone. However, not all children with ASD exhibit the same performance in pitch processing due to different auditory sensitivity. The current study aimed to examine auditory change detection in ASD with different auditory sensitivity. K-means clustering method was adopted to classify ASD participants into two groups according to the auditory processing scores of the Sensory Profile, 11 autism with hypersensitivity (mean age = 11.36 ; SD = 1.46) and 18 with hypo-sensitivity (mean age = 10.64; SD = 1.89) participated in a passive auditory oddball paradigm designed for eliciting mismatch negativity (MMN) under the pure tone condition. Results revealed that compared to hypersensitive autism, the children with hypo-sensitivity showed smaller MMN responses to pure tone stimuli. These results suggest that ASD with auditory hypersensitivity and hypo-sensitivity performed differently in processing pure tone, so neural responses to pure tone hold promise for predicting the auditory sensitivity of ASD and targeted treatment in children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASD" title="ASD">ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20profile" title=" sensory profile"> sensory profile</a>, <a href="https://publications.waset.org/abstracts/search?q=pitch%20processing" title=" pitch processing"> pitch processing</a>, <a href="https://publications.waset.org/abstracts/search?q=mismatch%20negativity" title=" mismatch negativity"> mismatch negativity</a>, <a href="https://publications.waset.org/abstracts/search?q=MMN" title=" MMN"> MMN</a> </p> <a href="https://publications.waset.org/abstracts/87043/pitch-processing-in-autistic-mandarin-speaking-children-with-hypersensitivityand-hypo-sensitivity-an-event-related-potential-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5393</span> Game Space Program: Therapy for Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khodijah%20Salimah">Khodijah Salimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game Space Program is the program design and development game for therapy the autistic child who had problems with sensory processing and integration. This program is the basic for game space to expand treatment therapy in many areas to help autistic's ability to think through visual perception. This problem can be treated with sensory experience and integration with visual experience to learn how to think and how to learn with visual perception. This perception can be accommodated through an understanding of visual thinking received from sensory exist in game space as virtual healthcare facilities are adjusted based on the sensory needs of children with autism. This paper aims to analyze the potential of virtual visual thinking for treatment autism with the game space program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20space%20program" title=" game space program"> game space program</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory" title=" sensory"> sensory</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20healthcare%20facilities" title=" virtual healthcare facilities"> virtual healthcare facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/55198/game-space-program-therapy-for-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55198.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5392</span> Investigating the Relationship and Interaction between Auditory Processing Disorder and Auditory Attention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirreza%20Razzaghipour%20Sorkhab">Amirreza Razzaghipour Sorkhab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the connection between cognition and Auditory Processing Disorder (APD) holds significant value. Individuals with APD experience challenges in processing auditory information through the central auditory nervous system's varied pathways. Understanding the importance of auditory attention in individuals with APD, as well as the primary diagnostic tools such as language and auditory attention tests, highlights the critical need for assessing their auditory attention abilities. While not all children with Auditory Processing Disorder (APD) show deficits in auditory attention, there are often deficiencies in cognitive and attentional performance. The link between various types of attention deficits and APD suggests impairments in sustained and divided auditory attention. Research into the origins of APD should also encompass higher-level processes, such as auditory attention. It is evident that investigating the interaction between APD and auditory and cognitive functions holds significant value. Furthermore, it was demonstrated that APD tests may be influenced by cognitive factors, but despite signs of auditory attention interaction with auditory processing skills and the influence of cognitive factors on tests for this disorder, auditory attention measures are not typically included in APD diagnostic protocols. Therefore, incorporating attention assessment tests into the battery of tests for individuals with auditory processing disorder will be beneficial for obtaining useful insights into their attentional abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20disorder" title="auditory processing disorder">auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20attention" title=" auditory attention"> auditory attention</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20auditory%20processing%20disorder" title=" central auditory processing disorder"> central auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=top-down%20pathway" title=" top-down pathway"> top-down pathway</a> </p> <a href="https://publications.waset.org/abstracts/175116/investigating-the-relationship-and-interaction-between-auditory-processing-disorder-and-auditory-attention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5391</span> A Systematic Review of Sensory Processing Patterns of Children with Autism Spectrum Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ala%E2%80%99a%20F.%20Jaber">Ala’a F. Jaber</a>, <a href="https://publications.waset.org/abstracts/search?q=Bara%E2%80%99ah%20A.%20Bsharat"> Bara’ah A. Bsharat</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20T.%20Ismael"> Noor T. Ismael</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Sensory processing is a fundamental skill needed for the successful performance of daily living activities. These skills are impaired as parts of the neurodevelopmental process issues among children with autism spectrum disorder (ASD). This systematic review aimed to summarize the evidence on the differences in sensory processing and motor characteristic between children with ASD and children with TD. Method: This systematic review followed the guidelines of the preferred reporting items for systematic reviews and meta-analysis. The search terms included sensory, motor, condition, and child-related terms or phrases. The electronic search utilized Academic Search Ultimate, CINAHL Plus with Full Text, ERIC, MEDLINE, MEDLINE Complete, Psychology, and Behavioral Sciences Collection, and SocINDEX with full-text databases. The hand search included looking for potential studies in the references of related studies. The inclusion criteria included studies published in English between years 2009-2020 that included children aged 3-18 years with a confirmed ASD diagnosis, according to the DSM-V criteria, included a control group of typical children, included outcome measures related to the sensory processing and/or motor functions, and studies available in full-text. The review of included studies followed the Oxford Centre for Evidence-Based Medicine guidelines, and the Guidelines for Critical Review Form of Quantitative Studies, and the guidelines for conducting systematic reviews by the American Occupational Therapy Association. Results: Eighty-eight full-text studies related to the differences between children with ASD and children with TD in terms of sensory processing and motor characteristics were reviewed, of which eighteen articles were included in the quantitative synthesis. The results reveal that children with ASD had more extreme sensory processing patterns than children with TD, like hyper-responsiveness and hypo-responsiveness to sensory stimuli. Also, children with ASD had limited gross and fine motor abilities and lower strength, endurance, balance, eye-hand coordination, movement velocity, cadence, dexterity with a higher rate of gait abnormalities than children with TD. Conclusion: This systematic review provided preliminary evidence suggesting that motor functioning should be addressed in the evaluation and intervention for children with ASD, and sensory processing should be supported among children with TD. More future research should investigate whether how the performance and engagement in daily life activities are affected by sensory processing and motor skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing" title="sensory processing">sensory processing</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20skills" title=" motor skills"> motor skills</a> </p> <a href="https://publications.waset.org/abstracts/131964/a-systematic-review-of-sensory-processing-patterns-of-children-with-autism-spectrum-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131964.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5390</span> Effects of Sensory Integration Techniques in Science Education of Autistic Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Estkowska">Joanna Estkowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sensory integration methods are very useful and improve daily functioning autistic and mentally disabled children. Autism is a neurobiological disorder that impairs one's ability to communicate with and relate to others as well as their sensory system. Children with autism, even highly functioning kids, can find it difficult to process language with surrounding noise or smells. They are hypersensitive to things we can ignore such as sight, sounds and touch. Adolescents with highly functioning autism or Asperger Syndrome can study Science and Math but the social aspect is difficult for them. Nature science is an area of study that attracts many of these kids. It is a systematic field in which the children can focus on a small aspect. If you follow these rules you can come up with an expected result. Sensory integration program and systematic classroom observation are quantitative methods of measuring classroom functioning and behaviors from direct observations. These methods specify both the events and behaviors that are to be observed and how they are to be recorded. Our students with and without autism attended the lessons in the classroom of nature science in the school and in the laboratory of University of Science and Technology in Bydgoszcz. The aim of this study is investigation the effects of sensory integration methods in teaching to students with autism. They were observed during experimental lessons in the classroom and in the laboratory. Their physical characteristics, sensory dysfunction, and behavior in class were taken into consideration by comparing their similarities and differences. In the chemistry classroom, every autistic student is paired with a mentor from their school. In the laboratory, the children are expected to wear goggles, gloves and a lab coat. The chemistry classes in the laboratory were held for four hours with a lunch break, and according to the assistants, the children were engaged the whole time. In classroom of nature science, the students are encouraged to use the interactive exhibition of chemical, physical and mathematical models constructed by the author of this paper. Our students with and without autism attended the lessons in those laboratories. The teacher's goals are: to assist the child in inhibiting and modulating sensory information and support the child in processing a response to sensory stimulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20integration%20techniques" title=" sensory integration techniques"> sensory integration techniques</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20with%20special%20educational%20needs" title=" student with special educational needs"> student with special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/64817/effects-of-sensory-integration-techniques-in-science-education-of-autistic-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5389</span> Childhood Sensory Sensitivity: A Potential Precursor to Borderline Personality Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valerie%20Porr">Valerie Porr</a>, <a href="https://publications.waset.org/abstracts/search?q=Sydney%20A.%20DeCaro"> Sydney A. DeCaro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> TARA for borderline personality disorder (BPD), an education and advocacy organization, helps families to compassionately and effectively deal with troubling BPD behaviors. Our psychoeducational programs focus on understanding underlying neurobiological features of BPD and evidence-based methodology integrating dialectical behavior therapy (DBT) and mentalization based therapy (MBT,) clarifying the inherent misunderstanding of BPD behaviors and improving family communication. TARA4BPD conducts online surveys, workshops, and topical webinars. For over 25 years, we have collected data from BPD helpline callers. This data drew our attention to particular childhood idiosyncrasies that seem to characterize many of the children who later met the criteria for BPD. The idiosyncrasies we observed, heightened sensory sensitivity and hypervigilance, were included in Adolf Stern’s 1938 definition of “Borderline.” This aspect of BPD has not been prioritized by personality disorder researchers, presently focused on emotion processing and social cognition in BPD. Parents described sleep reversal problems in infants who, early on, seem to exhibit dysregulation in circadian rhythm. Families describe children as supersensitive to sensory sensations, such as specific sounds, heightened sense of smell, taste, textures of foods, and an inability to tolerate various fabrics textures (i.e., seams in socks). They also exhibit high sensitivity to particular words and voice tones. Many have alexithymia and dyslexia. These children are either hypo- or hypersensitive to sensory sensations, including pain. Many suffer from fibromyalgia. BPD reactions to pain have been studied (C. Schmahl) and confirm the existence of hyper and hypo-reactions to pain stimuli in people with BPD. To date, there is little or no data regarding what comprises a normative range of sensitivity in infants and children. Many parents reported that their children were tested or treated for sensory processing disorder (SPD), learning disorders, and ADHD. SPD is not included in the DSM and is treated by occupational therapists. The overwhelming anecdotal data from thousands of parents of children who later met criteria for BPD led TARA4BPD to develop a sensitivity survey to develop evidence of the possible role of early sensory perception problems as a pre-cursor to BPD, hopefully initiating new directions in BPD research. At present, the research community seems unaware of the role supersensory sensitivity might play as an early indicator of BPD. Parents' observations of childhood sensitivity obtained through family interviews and results of an extensive online survey on sensory responses across various ages of development will be presented. People with BPD suffer from a sense of isolation and otherness that often results in later interpersonal difficulties. Early identification of supersensitive children while brain circuits are developing might decrease the development of social interaction deficits such as rejection sensitivity, self-referential processes, and negative bias, hallmarks of BPD, ultimately minimizing the maladaptive methods of coping with distress that characterizes BPD. Family experiences are an untapped resource for BPD research. It is hoped that this data will give family observations the critical credibility to inform future treatment and research directions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alexithymia" title="alexithymia">alexithymia</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=hypersensitivity" title=" hypersensitivity"> hypersensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20disorder" title=" sensory processing disorder"> sensory processing disorder</a> </p> <a href="https://publications.waset.org/abstracts/141086/childhood-sensory-sensitivity-a-potential-precursor-to-borderline-personality-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141086.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5388</span> The Application of Sensory Integration Techniques in Science Teaching Students with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanna%20Estkowska">Joanna Estkowska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sensory Integration Method is aimed primarily at children with learning disabilities. It can also be used as a complementary method in treatment of children with cerebral palsy, autistic, mentally handicapped, blind and deaf. Autism is holistic development disorder that manifests itself in the specific functioning of a child. The most characteristic are: disorders in communication, difficulties in social relations, rigid patterns of behavior and impairment in sensory processing. In addition to these disorders may occur abnormal intellectual development, attention deficit disorders, perceptual disorders and others. This study was focused on the application sensory integration techniques in science education of autistic students. The lack of proper sensory integration causes problems with complicated processes such as motor coordination, movement planning, visual or auditory perception, speech, writing, reading or counting. Good functioning and cooperation of proprioceptive, tactile and vestibular sense affect the child’s mastery of skills that require coordination of both sides of the body and synchronization of the cerebral hemispheres. These include, for example, all sports activities, precise manual skills such writing, as well as, reading and counting skills. All this takes place in stages. Achieving skills from the first stage determines the development of fitness from the next level. Any deficit in the scope of the first three stages can affect the development of new skills. This ultimately reflects on the achievements at school and in further professional and personal life. After careful analysis symptoms from the emotional and social spheres appear to be secondary to deficits of sensory integration. During our research, the students gained knowledge and skills in the classroom of experience by learning biology, chemistry and physics with application sensory integration techniques. Sensory integration therapy aims to teach the child an adequate response to stimuli coming to him from both the outside world and the body. Thanks to properly selected exercises, a child can improve perception and interpretation skills, motor skills, coordination of movements, attention and concentration or self-awareness, as well as social and emotional functioning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20integration" title=" sensory integration"> sensory integration</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a> </p> <a href="https://publications.waset.org/abstracts/91168/the-application-of-sensory-integration-techniques-in-science-teaching-students-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5387</span> Systematic Literature Review of Therapeutic Use of Autonomous Sensory Meridian Response (ASMR) and Short-Term ASMR Auditory Training Trial</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20H.%20Cubelo">Christine H. Cubelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study consists of 2-parts: a systematic review of current publications on the therapeutic use of autonomous sensory meridian response (ASMR) and a within-subjects auditory training trial using ASMR videos. The main intent is to explore ASMR as potentially therapeutically beneficial for those with atypical sensory processing. Many hearing-related disorders and mood or anxiety symptoms overlap with symptoms of sensory processing issues. For this reason, inclusion and exclusion criteria of the systematic review were generated in an effort to produce optimal search outcomes and avoid overly confined criteria that would limit yielded results. Criteria for inclusion in the review for Part 1 are (1) adult participants diagnosed with hearing loss or atypical sensory processing, (2) inclusion of measures related to ASMR as a treatment method, and (3) published between 2000 and 2022. A total of 1,088 publications were found in the preliminary search, and a total of 13 articles met the inclusion criteria. A total of 14 participants completed the trial and post-trial questionnaire. Of all responses, 64.29% agreed that the duration of auditory training sessions was reasonable. In addition, 71.43% agreed that the training improved their perception of music. Lastly, 64.29% agreed that the training improved their perception of a primary talker when there are other talkers or background noises present. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomous%20sensory%20meridian%20response" title="autonomous sensory meridian response">autonomous sensory meridian response</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20training" title=" auditory training"> auditory training</a>, <a href="https://publications.waset.org/abstracts/search?q=atypical%20sensory%20processing" title=" atypical sensory processing"> atypical sensory processing</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20loss" title=" hearing loss"> hearing loss</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20aids" title=" hearing aids"> hearing aids</a> </p> <a href="https://publications.waset.org/abstracts/173535/systematic-literature-review-of-therapeutic-use-of-autonomous-sensory-meridian-response-asmr-and-short-term-asmr-auditory-training-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5386</span> Challenges That People with Autism and Caregivers Face in Public Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrei%20Pomana">Andrei Pomana</a>, <a href="https://publications.waset.org/abstracts/search?q=Graham%20Brewer"> Graham Brewer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism is a lifelong developmental disorder that affects verbal and non-verbal communication, behaviour and sensory processing. As a result, people on the autism spectrum have a difficult time when confronted with environments that have high levels of sensory stimulation. This is often compounded by the inability to properly communicate their wants and needs to caregivers. The capacity for people with autism to integrate depends on their ability to at least tolerate highly stimulating public environments for short periods of time. The overall challenges that people on the spectrum and their caregivers face need to be established in order to properly create and assess methods to mitigate the effects of high stimulus public spaces. The paper aims to identify the challenges that people on the autism spectrum and their caregivers face in typical public environments. Nine experienced autism therapists have participated in a semi-structured interview regarding the challenges that people with autism and their caregivers face in public environments. The qualitative data shows that the unpredictability of events and the high sensory stimulation present in public environments, especially auditory, are the two biggest contributors to the difficulties that people on the spectrum face. If the stimuli are not removed in a short period of time, uncontrollable behaviours or 'meltdowns' can occur, which leave the person incapacitated and unable to respond to any outside input. Possible solutions to increase integration in public spaces for people with autism revolve around removing unwanted sensory stimulus, creating personalized barriers for certain stimuli, equipping people with autism with better tools to communicate their needs or to orient themselves to a safe location and providing a predictable pattern of events that would prepare individuals for tasks ahead of time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=built%20environment" title=" built environment"> built environment</a>, <a href="https://publications.waset.org/abstracts/search?q=meltdown" title=" meltdown"> meltdown</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20environment" title=" public environment"> public environment</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20disorders" title=" sensory processing disorders"> sensory processing disorders</a> </p> <a href="https://publications.waset.org/abstracts/108384/challenges-that-people-with-autism-and-caregivers-face-in-public-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5385</span> Challenging Weak Central Coherence: An Exploration of Neurological Evidence from Visual Processing and Linguistic Studies in Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Scher%20Lisa">Jessica Scher Lisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Shyman"> Eric Shyman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Autism spectrum disorder (ASD) is a neuro-developmental disorder that is characterized by persistent deficits in social communication and social interaction (i.e. deficits in social-emotional reciprocity, nonverbal communicative behaviors, and establishing/maintaining social relationships), as well as by the presence of repetitive behaviors and perseverative areas of interest (i.e. stereotyped or receptive motor movements, use of objects, or speech, rigidity, restricted interests, and hypo or hyperactivity to sensory input or unusual interest in sensory aspects of the environment). Additionally, diagnoses of ASD require the presentation of symptoms in the early developmental period, marked impairments in adaptive functioning, and a lack of explanation by general intellectual impairment or global developmental delay (although these conditions may be co-occurring). Over the past several decades, many theories have been developed in an effort to explain the root cause of ASD in terms of atypical central cognitive processes. The field of neuroscience is increasingly finding structural and functional differences between autistic and neurotypical individuals using neuro-imaging technology. One main area this research has focused upon is in visuospatial processing, with specific attention to the notion of ‘weak central coherence’ (WCC). This paper offers an analysis of findings from selected studies in order to explore research that challenges the ‘deficit’ characterization of a weak central coherence theory as opposed to a ‘superiority’ characterization of strong local coherence. The weak central coherence theory has long been both supported and refuted in the ASD literature and has most recently been increasingly challenged by advances in neuroscience. The selected studies lend evidence to the notion of amplified localized perception rather than deficient global perception. In other words, WCC may represent superiority in ‘local processing’ rather than a deficit in global processing. Additionally, the right hemisphere and the specific area of the extrastriate appear to be key in both the visual and lexicosemantic process. Overactivity in the striate region seems to suggest inaccuracy in semantic language, which lends itself to support for the link between the striate region and the atypical organization of the lexicosemantic system in ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=neurology" title=" neurology"> neurology</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20processing" title=" visual processing"> visual processing</a>, <a href="https://publications.waset.org/abstracts/search?q=weak%20coherence" title=" weak coherence"> weak coherence</a> </p> <a href="https://publications.waset.org/abstracts/115591/challenging-weak-central-coherence-an-exploration-of-neurological-evidence-from-visual-processing-and-linguistic-studies-in-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5384</span> Multi-Sensory Coding as Intervention Therapy for ESL Spellers with Auditory Processing Delays: A South African Case-Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Van%20Staden">A. Van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Purcell"> N. Purcell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spelling development is complex and multifaceted and relies on several cognitive-linguistic processes. This paper explored the spelling difficulties of English second language learners with auditory processing delays. This empirical study aims to address these issues by means of an intervention design. Specifically, the objectives are: (a) to develop and implement a multi-sensory spelling program for second language learners with auditory processing difficulties (APD) for a period of 6 months; (b) to assess the efficacy of the multi-sensory spelling program and whether this intervention could significantly improve experimental learners' spelling, phonological awareness, and processing (PA), rapid automatized naming (RAN), working memory (WM), word reading and reading comprehension; and (c) to determine the relationship (or interplay) between these cognitive and linguistic skills (mentioned above), and how they influence spelling development. Forty-four English, second language learners with APD were sampled from one primary school in the Free State province. The learners were randomly assigned to either an experimental (n=22) or control group (n=22). During the implementation of the spelling program, several visual, tactile and kinesthetic exercises, including the utilization of fingerspelling were introduced to support the experimental learners’ (N = 22) spelling development. Post-test results showed the efficacy of the multi-sensory spelling program, with the experimental group who were trained in utilising multi-sensory coding and fingerspelling outperforming learners from the control group on the cognitive-linguistic, spelling and reading measures. The results and efficacy of this multi-sensory spelling program and the utilisation of fingerspelling for hearing second language learners with APD open up innovative perspectives for the prevention and targeted remediation of spelling difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20second%20language%20spellers" title="English second language spellers">English second language spellers</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20delays" title=" auditory processing delays"> auditory processing delays</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling%20difficulties" title=" spelling difficulties"> spelling difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20intervention%20program" title=" multi-sensory intervention program"> multi-sensory intervention program</a> </p> <a href="https://publications.waset.org/abstracts/108823/multi-sensory-coding-as-intervention-therapy-for-esl-spellers-with-auditory-processing-delays-a-south-african-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5383</span> Autistic Traits and Multisensory Integration–Using a Size-Weight Illusion Paradigm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Man%20Wai%20Lei">Man Wai Lei</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20Mark%20Zaroff"> Charles Mark Zaroff</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: A majority of studies suggest that people with Autism Spectrum Disorder (ASD) have multisensory integration deficits. However, normal and even supranormal multisensory integration abilities have also been reported. Additionally, little of this work has been undertaken utilizing a dimensional conceptualization of ASD; i.e., a broader autism phenotype. Utilizing methodology that controls for common potential confounds, the current study aimed to examine if deficits in multisensory integration are associated with ASD traits in a non-clinical population. The contribution of affective versus non-affective components of sensory hypersensitivity to multisensory integration was also examined. Methods: Participants were 147 undergraduate university students in Macau, a Special Administrative Region of China, of Chinese ethnicity, aged 16 to 21 (Mean age = 19.13; SD = 1.07). Participants completed the Autism-Spectrum Quotient, the Sensory Perception Quotient, and the Adolescent/Adult Sensory Profile, in order to measure ASD traits, non-affective, and affective aspects of sensory/perceptual hypersensitivity, respectively. In order to explore multisensory integration across visual and haptic domains, participants were asked to judge which one of two equally weighted, but different sized cylinders was heavier, as a means of detecting the presence of the size-weight illusion (SWI). Results: ASD trait level was significantly and negatively correlated with susceptibility to the SWI (p < 0.05); this correlation was not associated with either accuracy in weight discrimination or gender. Examining the top decile of the non-normally distributed SWI scores revealed a significant negative association with sensation avoiding, but not other aspects of effective or non-effective sensory hypersensitivity. Conclusion and Implications: Within the normal population, a greater degree of ASD traits is associated with a lower likelihood of multisensory integration; echoing was often found in individuals with a clinical diagnosis of ASD, and providing further evidence for the dimensional nature of this disorder. This tendency appears to be associated with dysphoric emotional reactions to sensory input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Autism%20Spectrum%20Disorder" title="Autism Spectrum Disorder">Autism Spectrum Disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensional" title=" dimensional"> dimensional</a>, <a href="https://publications.waset.org/abstracts/search?q=multisensory%20integration" title=" multisensory integration"> multisensory integration</a>, <a href="https://publications.waset.org/abstracts/search?q=size-weight%20illusion" title=" size-weight illusion"> size-weight illusion</a> </p> <a href="https://publications.waset.org/abstracts/34641/autistic-traits-and-multisensory-integration-using-a-size-weight-illusion-paradigm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">482</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5382</span> Integrated Life Skill Training and Executive Function Strategies in Children with Autism Spectrum Disorder in Qatar: A Study Protocol for a Randomized Controlled Trial</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bara%20M%20Yousef">Bara M Yousef</a>, <a href="https://publications.waset.org/abstracts/search?q=Naresh%20B%20Raj"> Naresh B Raj</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadiah%20W%20Arfah"> Nadiah W Arfah</a>, <a href="https://publications.waset.org/abstracts/search?q=Brightlin%20N%20Dhas"> Brightlin N Dhas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Executive function (EF) impairment is common in children with autism spectrum disorder (ASD). EF strategies are considered effective in improving the therapeutic outcomes of children with ASD. Aims: This study primarily aims to explore whether integrating EF strategies combined with regular occupational therapy intervention is more effective in improving daily life skills (DLS) and sensory integration/processing (SI/SP) skills than regular occupational therapy alone in children with ASD and secondarily aims to assess treatment outcomes on improving visual motor integration (VMI) skills. Procedures: A total of 92 children with ASD will be recruited and, following baseline assessments, randomly assigned to the treatment group (45-min once weekly individual occupational therapy plus EF strategies) and control group (45-min once weekly individual therapy sessions alone). Results and Outcomes: All children will be evaluated systematically by assessing SI/SP, DLS, and VMI, skills at baseline, 7 weeks, and 14 weeks of treatment. Data will be analyzed using ANCOVA and T-test. Conclusions and Implications: This single-blind, randomized controlled trial will provide empirical evidence for the effectiveness of EF strategies when combined with regular occupational therapy programs. Based on trial results, EF strategies could be recommended in multidisciplinary programs for children with ASD. Trial Registration: The trial has been registered in the clinicaltrail.gov for a registry, protocol ID: MRC-01-22-509 ClinicalTrials.gov Identifier: NCT05829577, registered 25th April 2023 <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title="autism spectrum disorder">autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=executive%20function%20strategies" title=" executive function strategies"> executive function strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=daily%20life%20skills" title=" daily life skills"> daily life skills</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20integration%2Fprocessing" title=" sensory integration/processing"> sensory integration/processing</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20motor%20integration" title=" visual motor integration"> visual motor integration</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title=" occupational therapy"> occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/166614/integrated-life-skill-training-and-executive-function-strategies-in-children-with-autism-spectrum-disorder-in-qatar-a-study-protocol-for-a-randomized-controlled-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5381</span> Addressing Oral Sensory Issues and Possible Remediation in Children with Autism Spectrum Disorders: Illustrated with a Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20Aswathy">A. K. Aswathy</a>, <a href="https://publications.waset.org/abstracts/search?q=Asha%20Manoharan"> Asha Manoharan</a>, <a href="https://publications.waset.org/abstracts/search?q=Arya%20Manoharan"> Arya Manoharan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study are to define the nature of oral sensory issues in children with autism spectrum disorder (ASD), identify important components of the assessment and treatment of this issues specific to this population, and delineate specific therapeutic techniques designed to improve assessment and treatment within therapeutic settings. Literature review and case example is used to define the predominant nature of the oral sensory issues that are experienced by some children on the autism spectrum. Characteristics of this complex disorder that can have an impact on feeding skill and behavior are also identified. These factors are then integrated to create assessment and intervention techniques that can be used in conjunction with traditional feeding approaches to facilitate improvements in eating as well as reducing oral apraxic component in this unique population. The complex nature of ASD and its many influences on feeding skills and behavior create the need for modification to both assessment and treatment approaches. Additional research is needed to create therapeutic protocols that can be used by speech-language pathologists to effectively assess and treat feeding and oro motor apraxic difficulties that are commonly encountered in children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feeding" title=" feeding"> feeding</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20sensory%20issues" title=" oral sensory issues"> oral sensory issues</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20apraxia" title=" oral apraxia"> oral apraxia</a> </p> <a href="https://publications.waset.org/abstracts/49339/addressing-oral-sensory-issues-and-possible-remediation-in-children-with-autism-spectrum-disorders-illustrated-with-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5380</span> Association of Sensory Processing and Cognitive Deficits in Children with Autism Spectrum Disorders – Pioneer Study in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20Zeina">Rana Zeina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The association between Sensory problems and cognitive abilities has been studied in individuals with Autism Spectrum Disorders (ASDs). In this study, we used a neuropsychological test to evaluate memory and attention in ASDs children with sensory problems compared to the ASDs children without sensory problems. Methods: Four visual memory tests of Cambridge Neuropsychological Test Automated Battery (CANTAB) including Big/Little Circle (BLC), Simple Reaction Time (SRT), Intra/Extra Dimensional Set Shift (IED), Spatial Recognition Memory (SRM), were administered to 14 ASDs children with sensory problems compared to 13 ASDs without sensory problems aged 3 to 12 with IQ of above 70. Results: ASDs Individuals with sensory problems performed worse than the ASDs group without sensory problems on comprehension, learning, reversal and simple reaction time tasks, and no significant difference between the two groups was recorded in terms of the visual memory and visual comprehension tasks. Conclusion: The findings of this study suggest that ASDs children with sensory problems are facing deficits in learning, comprehension, reversal, and speed of response to stimuli. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20memory" title="visual memory">visual memory</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title=" autism spectrum disorders"> autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=CANTAB%20eclipse" title=" CANTAB eclipse"> CANTAB eclipse</a> </p> <a href="https://publications.waset.org/abstracts/6386/association-of-sensory-processing-and-cognitive-deficits-in-children-with-autism-spectrum-disorders-pioneer-study-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5379</span> Deficient Multisensory Integration with Concomitant Resting-State Connectivity in Adult Attention Deficit/Hyperactivity Disorder (ADHD)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcel%20Schulze">Marcel Schulze</a>, <a href="https://publications.waset.org/abstracts/search?q=Behrem%20%20Aslan"> Behrem Aslan</a>, <a href="https://publications.waset.org/abstracts/search?q=Silke%20%20Lux"> Silke Lux</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20%20Philipsen"> Alexandra Philipsen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Patients with Attention Deficit/Hyperactivity Disorder (ADHD) often report that they are being flooded by sensory impressions. Studies investigating sensory processing show hypersensitivity for sensory inputs across the senses in children and adults with ADHD. Especially the auditory modality is affected by deficient acoustical inhibition and modulation of signals. While studying unimodal signal-processing is relevant and well-suited in a controlled laboratory environment, everyday life situations occur multimodal. A complex interplay of the senses is necessary to form a unified percept. In order to achieve this, the unimodal sensory modalities are bound together in a process called multisensory integration (MI). In the current study we investigate MI in an adult ADHD sample using the McGurk-effect – a well-known illusion where incongruent speech like phonemes lead in case of successful integration to a new perceived phoneme via late top-down attentional allocation . In ADHD neuronal dysregulation at rest e.g., aberrant within or between network functional connectivity may also account for difficulties in integrating across the senses. Therefore, the current study includes resting-state functional connectivity to investigate a possible relation of deficient network connectivity and the ability of stimulus integration. Method: Twenty-five ADHD patients (6 females, age: 30.08 (SD:9,3) years) and twenty-four healthy controls (9 females; age: 26.88 (SD: 6.3) years) were recruited. MI was examined using the McGurk effect, where - in case of successful MI - incongruent speech-like phonemes between visual and auditory modality are leading to a perception of a new phoneme. Mann-Whitney-U test was applied to assess statistical differences between groups. Echo-planar imaging-resting-state functional MRI was acquired on a 3.0 Tesla Siemens Magnetom MR scanner. A seed-to-voxel analysis was realized using the CONN toolbox. Results: Susceptibility to McGurk was significantly lowered for ADHD patients (ADHDMdn:5.83%, ControlsMdn:44.2%, U= 160.5, p=0.022, r=-0.34). When ADHD patients integrated phonemes, reaction times were significantly longer (ADHDMdn:1260ms, ControlsMdn:582ms, U=41.0, p<.000, r= -0.56). In functional connectivity medio temporal gyrus (seed) was negatively associated with primary auditory cortex, inferior frontal gyrus, precentral gyrus, and fusiform gyrus. Conclusion: MI seems to be deficient for ADHD patients for stimuli that need top-down attentional allocation. This finding is supported by stronger functional connectivity from unimodal sensory areas to polymodal, MI convergence zones for complex stimuli in ADHD patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention-deficit%20hyperactivity%20disorder" title="attention-deficit hyperactivity disorder">attention-deficit hyperactivity disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20integration" title=" audiovisual integration"> audiovisual integration</a>, <a href="https://publications.waset.org/abstracts/search?q=McGurk-effect" title=" McGurk-effect"> McGurk-effect</a>, <a href="https://publications.waset.org/abstracts/search?q=resting-state%20functional%20connectivity" title=" resting-state functional connectivity"> resting-state functional connectivity</a> </p> <a href="https://publications.waset.org/abstracts/134426/deficient-multisensory-integration-with-concomitant-resting-state-connectivity-in-adult-attention-deficithyperactivity-disorder-adhd" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5378</span> The Multi-Sensory Teaching Practice for Primary Music Classroom in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao%20Liulingzi">Xiao Liulingzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important for using multi-sensory teaching in music learning. This article aims to provide knowledge in multi-sensory learning and teaching music in primary school. For primary school students, in addition to the training of basic knowledge and skills of music, students' sense of participation and creativity in music class are the key requirements, especially the flexibility and dynamics in music class, so that students can integrate into music and feel the music. The article explains the multi-sensory sense in music learning, the differences between multi-sensory music teaching and traditional music teaching, and music multi-sensory teaching in primary schools in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-sensory" title="multi-sensory">multi-sensory</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practice" title=" teaching practice"> teaching practice</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20music%20classroom" title=" primary music classroom"> primary music classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/159646/the-multi-sensory-teaching-practice-for-primary-music-classroom-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159646.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5377</span> Effect of Different Processing Methods on the Quality Attributes of Pigeon Pea Used in Bread Production</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20F.%20Olanipekun">B. F. Olanipekun</a>, <a href="https://publications.waset.org/abstracts/search?q=O.%20J.%20Oyelade"> O. J. Oyelade</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20O.%20Osemobor"> C. O. Osemobor </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pigeon pea is a very good source of protein and micronutrient, but it is being underutilized in Nigeria because of several constraints. This research considered the effect of different processing methods on the quality attributes of pigeon pea used in bread production towards enhancing its utility. Pigeon pea was obtained at a local market and processed into the flour using three processing methods: soaking, sprouting and roasting and were used to bake bread in different proportions. Chemical composition and sensory attributes of the breads were thereafter determined. The highest values of protein and ash contents were obtained from 20 % substitution of sprouted pigeon pea in wheat flour and may be attributable to complex biochemical changes occurring during hydration, to invariably lead to protein constituent being broken down. Hydrolytic activities of the enzymes from the sprouted sample resulted in improvement in the constituent of total protein probably due to reduction in the carbohydrate content. Sensory qualities analyses showed that bread produced with soaked and roasted pigeon pea flours at 5 and 10% inclusion, respectively were mostly accepted than other blends, and products with sprouted pigeon pea flour were least accepted. The findings of this research suggest that supplementing wheat flour with sprouted pigeon peas have more nutritional potentials. However, with sensory analysis indices, the soaked and roasted pigeon peas up to 10% are majorly accepted, and also can improve the nutritional status. Overall, this will be very beneficial to population dependent on plant protein in order to combat malnutrition problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pigeon%20pea" title="pigeon pea">pigeon pea</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a>, <a href="https://publications.waset.org/abstracts/search?q=protein" title=" protein"> protein</a>, <a href="https://publications.waset.org/abstracts/search?q=malnutrition" title=" malnutrition"> malnutrition</a> </p> <a href="https://publications.waset.org/abstracts/72199/effect-of-different-processing-methods-on-the-quality-attributes-of-pigeon-pea-used-in-bread-production" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5376</span> Artificial Intelligence-Based Detection of Individuals Suffering from Vestibular Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dua%20Hi%C5%9Fam">Dua Hişam</a>, <a href="https://publications.waset.org/abstracts/search?q=Serhat%20%C4%B0kizo%C4%9Flu"> Serhat İkizoğlu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Identifying the problem behind balance disorder is one of the most interesting topics in the medical literature. This study has considerably enhanced the development of artificial intelligence (AI) algorithms applying multiple machine learning (ML) models to sensory data on gait collected from humans to classify between normal people and those suffering from Vestibular System (VS) problems. Although AI is widely utilized as a diagnostic tool in medicine, AI models have not been used to perform feature extraction and identify VS disorders through training on raw data. In this study, three machine learning (ML) models, the Random Forest Classifier (RF), Extreme Gradient Boosting (XGB), and K-Nearest Neighbor (KNN), have been trained to detect VS disorder, and the performance comparison of the algorithms has been made using accuracy, recall, precision, and f1-score. With an accuracy of 95.28 %, Random Forest Classifier (RF) was the most accurate model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vestibular%20disorder" title="vestibular disorder">vestibular disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20forest%20classifier" title=" random forest classifier"> random forest classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=k-nearest%20neighbor" title=" k-nearest neighbor"> k-nearest neighbor</a>, <a href="https://publications.waset.org/abstracts/search?q=extreme%20gradient%20boosting" title=" extreme gradient boosting"> extreme gradient boosting</a> </p> <a href="https://publications.waset.org/abstracts/162312/artificial-intelligence-based-detection-of-individuals-suffering-from-vestibular-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162312.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">69</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5375</span> Building a Measure of Sensory Preferences For (Wrestling and Boxing) Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Nabhan">Mohamed Nabhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to build a measure of sensory preferences for (wrestling and boxing) players. The researchers used the descriptive approach and a sample of (8) consisting of (40) wrestling players, (40) boxing players with different scales, and they were chosen in a deliberate random way, and the most important results were that there were statistically significant differences between wrestlers and boxers in the sensory preferences of their senses. There is no indication in the sensory preferences for the senses of “sight and hearing” and that the significance is in favor of the wrestlers in the senses of “sight and touch,” and there is a convergence in the sense of hearing. Through the value of the averagesAfter collecting the data and statistical treatments and the results reached by the researcher, it was possible to reach: The following conclusions and recommendations: There are differences between wrestling and boxing players in their sensory preferences, the senses used in learning, due to several reasons, the most important of which may be as follows:- Scales for the player and for each sport separately. The nature of the game, the performance of skills, and dealing with the opponent or competitor.Tools used in performance and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensory%20preferences" title="sensory preferences">sensory preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20scale" title=" sensory scale"> sensory scale</a>, <a href="https://publications.waset.org/abstracts/search?q=wrestling%20players" title=" wrestling players"> wrestling players</a>, <a href="https://publications.waset.org/abstracts/search?q=boxing%20players" title=" boxing players"> boxing players</a> </p> <a href="https://publications.waset.org/abstracts/151158/building-a-measure-of-sensory-preferences-for-wrestling-and-boxing-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151158.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5374</span> Ulnar Nerve Changes Associated with Carpal Tunnel Syndrome Not Affecting Median versus Ulnar Comparative Studies </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Kamal%20Aziz%20Saba">Emmanuel Kamal Aziz Saba</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Sayed%20El-Tawab"> Sarah Sayed El-Tawab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted to assess the involvement of ulnar sensory and/or motor nerve fibers in patients with carpal tunnel syndrome (CTS) and whether this affects the accuracy of the median versus ulnar comparative tests. The present study included 145 CTS hands and 71 asymptomatic control hands. Clinical examination was done. The following tests were done: Sensory conduction studies: median, ulnar and dorsal ulnar cutaneous nerves; and median versus ulnar digit (D) four sensory comparative study; and motor conduction studies: median nerve, ulnar nerve and median versus ulnar motor comparative study. It was found that 17 CTS hands (11.7%) had ulnar sensory abnormalities in 17 different patients. The median versus ulnar sensory and motor comparative studies were abnormal among all these 17 CTS hands. There were significant negative correlations between median motor latency and both ulnar sensory amplitudes recording D5 and D4. In conclusion, there is ulnar sensory nerve abnormality among CTS patients. This abnormality affects the amplitude of ulnar sensory nerve action potential. This does not affect the median versus ulnar sensory and motor comparative tests accuracy for use in CTS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=median%20nerve" title="median nerve">median nerve</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20comparative%20study" title=" motor comparative study"> motor comparative study</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20comparative%20study" title=" sensory comparative study"> sensory comparative study</a>, <a href="https://publications.waset.org/abstracts/search?q=ulnar%20nerve" title=" ulnar nerve"> ulnar nerve</a> </p> <a href="https://publications.waset.org/abstracts/32484/ulnar-nerve-changes-associated-with-carpal-tunnel-syndrome-not-affecting-median-versus-ulnar-comparative-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5373</span> Use of External Sensory Stimuli in the Treatment of Parkinson Disease: Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hadi%20O.%20Tohme">Hadi O. Tohme</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is a review on the effectiveness of new physiotherapy techniques with external sensory stimulus compared to standard physiotherapy in the daily activities of patients with Parkinson's disease. Twenty studies from 1996 to 2015 were analyzed and discussed in this review, using the rehabilitation strategy with external sensory stimulus evaluating walking, freezing episodes, balance, transfers, and daily activities of parkinsonian patients. The study highlights the effectiveness of the variety of rehabilitation with cueing strategy used in the treatment of Parkinson's disease. Based on the literature review completed, there is a need for more specific trials with better treatment strategies to support the most appropriate choice of physiotherapy intervention using external sensory stimulus to the type and frequency of this stimulus. In addition, no trials examined the long-term benefits of the physiotherapy intervention with the external sensory stimulus. In order to determine if, or how long the improvements due to the external sensory stimulus physiotherapy intervention can last, long-term follow-up should be performed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cueing%20strategy" title="cueing strategy">cueing strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=external%20sensory%20stimulus" title=" external sensory stimulus"> external sensory stimulus</a>, <a href="https://publications.waset.org/abstracts/search?q=parkinson%20disease" title=" parkinson disease"> parkinson disease</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation%20for%20parkinson" title=" rehabilitation for parkinson"> rehabilitation for parkinson</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20attention%20focused%20exercises" title=" sensory attention focused exercises"> sensory attention focused exercises</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20strategy%20reeducation" title=" sensory strategy reeducation"> sensory strategy reeducation</a> </p> <a href="https://publications.waset.org/abstracts/84374/use-of-external-sensory-stimuli-in-the-treatment-of-parkinson-disease-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5372</span> Effect of Early Therapeutic Intervention for the Children With Autism Spectrum Disorders: A Quasi Experimental Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sultana%20Razia">Sultana Razia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of children whose social, communication and behavior pattern is affected due to mental and developmental conditions is on the rise. Most of these conditions develop to uncontrollable levels because of ignorance and unaware about their child’s condition. The many myths surrounding mental or developmental conditions are a major cause of families of affected children to develop bitterness and to shy off from seeking appropriate help in time. Several early intervention programs have been put in place, and the number of beneficiaries of these programs is increasing by the day. This research seeks to look into early intervention programs and their effectiveness. The purpose of this study was to investigate the effect of early therapeutic intervention for the children with autism spectrum disorder. Participants were 140 children with autism spectrum disorder from Autism Corner in a selected rehabilitation center of Bangladesh. This study included children who are at age of 18-month to 36-month and who were taking occupational therapy and speech and language therapy from the autism center. They were primarily screened using M-CHAT; however, children with other physical disability or medical conditions excluded. 3-months interventions of 6 sessions per week are a minimum of 45-minutes long per session, one to one interaction followed by parent-led structured home-based therapy were provided. The results indicated that early intensive therapeutic intervention improve understanding, social skills and sensory skills. It can be concluded that therapeutic early intervention a positive effect on diminishing symptoms of Autism Spectrum Disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=M-CHAT" title="M-CHAT">M-CHAT</a>, <a href="https://publications.waset.org/abstracts/search?q=ASD" title=" ASD"> ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20cheeklist" title=" sensory cheeklist"> sensory cheeklist</a>, <a href="https://publications.waset.org/abstracts/search?q=OT" title=" OT"> OT</a> </p> <a href="https://publications.waset.org/abstracts/177513/effect-of-early-therapeutic-intervention-for-the-children-with-autism-spectrum-disorders-a-quasi-experimental-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177513.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5371</span> Blogging Towards Recovery: The Benefits of Blogging about Recovery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayme%20R.%20Swanke">Jayme R. Swanke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the benefits of maintaining public blogs about substance use disorder recovery. The data analyzed for this study included statements about the benefits derived by individuals who blogged about their recovery. The researcher developed classifications of statements that expressed what these individuals gained from blogging into common themes and developed an emerging theory based on these patterns. The findings indicate that these individuals in recovery benefit from blogging by developing connections, processing emotions, remaining accountable, as well as enjoying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=substance%20use%20disorder%20recovery" title="substance use disorder recovery">substance use disorder recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=connection" title=" connection"> connection</a>, <a href="https://publications.waset.org/abstracts/search?q=blogging" title=" blogging"> blogging</a>, <a href="https://publications.waset.org/abstracts/search?q=accountability" title=" accountability"> accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=processing%20emotions" title=" processing emotions"> processing emotions</a> </p> <a href="https://publications.waset.org/abstracts/143240/blogging-towards-recovery-the-benefits-of-blogging-about-recovery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5370</span> The Design of Smart Tactile Textiles for Therapeutic Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karen%20Hong">Karen Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smart tactile textiles are a series of textile-based products that incorporates smart embedded technology to be utilized as tactile therapeutic applications for 2 main groups of target users. The first group of users will be children with sensory processing disorder who are suffering from tactile sensory dysfunction. Children with tactile sensory issues may have difficulty tolerating the sensations generated from the touch of certain textures on the fabrics. A series of smart tactile textiles, collectively known as ‘Tactile Toys’ are developed as tactile therapy play objects, exposing children to different types of touch sensations within textiles, enabling them to enjoy tactile experiences together with interactive play which will help them to overcome fear of certain touch sensations. The second group of users will be the elderly or geriatric patients who are suffering from deteriorating sense of touch. One of the common consequences of aging is suffering from deteriorating sense of touch and a decline in motoric function. With the focus in stimulating the sense of touch for this particular group of end users, another series of smart tactile textiles, collectively known as ‘Tactile Aids’ are developed also as tactile therapy. This range of products can help to maintain touch sensitivity and at the same time allowing the elderly to enjoy interactive play to practice their hand-eye coordination and enhancing their motor skills. These smart tactile textile products are being designed and tested out by the end users and have proofed their efficacy as tactile therapy enabling the users to lead a better quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20textiles" title="smart textiles">smart textiles</a>, <a href="https://publications.waset.org/abstracts/search?q=embedded%20technology" title=" embedded technology"> embedded technology</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20therapy" title=" tactile therapy"> tactile therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20aids" title=" tactile aids"> tactile aids</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20toys" title=" tactile toys"> tactile toys</a> </p> <a href="https://publications.waset.org/abstracts/95173/the-design-of-smart-tactile-textiles-for-therapeutic-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95173.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">177</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5369</span> Correlation Analysis between Sensory Processing Sensitivity (SPS), Meares-Irlen Syndrome (MIS) and Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaaryn%20M.%20Cater">Kaaryn M. Cater</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with sensory processing sensitivity (SPS), Meares-Irlen Syndrome (MIS) and dyslexia can become overwhelmed and struggle to thrive in traditional tertiary learning environments. An estimated 50% of tertiary students who disclose learning related issues are dyslexic. This study explores the relationship between SPS, MIS and dyslexia. Baseline measures will be analysed to establish any correlation between these three minority methods of information processing. SPS is an innate sensitivity trait found in 15-20% of the population and has been identified in over 100 species of animals. Humans with SPS are referred to as Highly Sensitive People (HSP) and the measure of HSP is a 27 point self-test known as the Highly Sensitive Person Scale (HSPS). A 2016 study conducted by the author established base-line data for HSP students in a tertiary institution in New Zealand. The results of the study showed that all participating HSP students believed the knowledge of SPS to be life-changing and useful in managing life and study, in addition, they believed that all tutors and in-coming students should be given information on SPS. MIS is a visual processing and perception disorder that is found in approximately 10% of the population and has a variety of symptoms including visual fatigue, headaches and nausea. One way to ease some of these symptoms is through the use of colored lenses or overlays. Dyslexia is a complex phonological based information processing variation present in approximately 10% of the population. An estimated 50% of dyslexics are thought to have MIS. The study exploring possible correlations between these minority forms of information processing is due to begin in February 2017. An invitation will be extended to all first year students enrolled in degree programmes across all faculties and schools within the institution. An estimated 900 students will be eligible to participate in the study. Participants will be asked to complete a battery of on-line questionnaires including the Highly Sensitive Person Scale, the International Dyslexia Association adult self-assessment and the adapted Irlen indicator. All three scales have been used extensively in literature and have been validated among many populations. All participants whose score on any (or some) of the three questionnaires suggest a minority method of information processing will receive an invitation to meet with a learning advisor, and given access to counselling services if they choose. Meeting with a learning advisor is not mandatory, and some participants may choose not to receive help. Data will be collected using the Question Pro platform and base-line data will be analysed using correlation and regression analysis to identify relationships and predictors between SPS, MIS and dyslexia. This study forms part of a larger three year longitudinal study and participants will be required to complete questionnaires at annual intervals in subsequent years of the study until completion of (or withdrawal from) their degree. At these data collection points, participants will be questioned on any additional support received relating to their minority method(s) of information processing. Data from this study will be available by April 2017. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=highly%20sensitive%20person%20%28HSP%29" title=" highly sensitive person (HSP)"> highly sensitive person (HSP)</a>, <a href="https://publications.waset.org/abstracts/search?q=Meares-Irlen%20Syndrome%20%28MIS%29" title=" Meares-Irlen Syndrome (MIS)"> Meares-Irlen Syndrome (MIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20forms%20of%20information%20processing" title=" minority forms of information processing"> minority forms of information processing</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20sensitivity%20%28SPS%29" title=" sensory processing sensitivity (SPS)"> sensory processing sensitivity (SPS)</a> </p> <a href="https://publications.waset.org/abstracts/60208/correlation-analysis-between-sensory-processing-sensitivity-sps-meares-irlen-syndrome-mis-and-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60208.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20disorder&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=sensory%20processing%20disorder&page=3">3</a></li> <li class="page-item"><a class="page-link" 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