A review of research since Ayers' (1972) report on sensory integration (SI) concludes that SI is not supported as an effective treatment for academic problems of children with learning disabilities. It is not clear whether SI is more effective than perceptual-motor approaches or maturation alone. (SK)

Investigated were the effects of a remedial program stressing sensory integration on the academic performance of learning disabled children with certain identifiable types of sensory integrative dysfunction. (KW)

The study reports the findings of a meta-analysis, the application of statistical methods of data synthesis from individual studies, reviewing 180 studies assessing the efficacy of perceptual motor training. Perceptual motor training was not found to be an effective intervention technique for improving academic, cognitive, or perceptual motor…

This book of conference proceeding presents speeches and panel discussions from the Region East Perceptual-Motor Conference. The purpose of the conference was to seek an understanding of children and their perceptual-motor development through (a) exchange of knowledge and practices in perceptual-motor development, (b) examination of program…

This document describes the methods employed in, the information gathered during, and the current status of this project. The project attempted to (1) identify those perceptual skills that appear to be directly related to the basic classroom tasks of reading and arithmetic at the primary level, (2) identify perceptual skills that relate directly…

Assessment of 60 children (ages 9-15) with learning disabilities resulted in a group with relatively intact visual planning and mental flexibility skills and a group clearly dysfunctional in these areas. Comparison of the two subtypes on measures of academic skills, visual memory, visual-motor integration, and motor speed indicated significant…

Demographic data, IQ, achievement, perceptual-motor, behavior ratings, and diagnostic classification (learning, mental, emotional disability or no handicap) were analyzed for all children (N=2002) referred for complete psychological evaluation during one school year in Iowa. Learning disabled children showed a distinct pattern different from…

Research supported by the U.S. Office of Education.

Among conclusions of the review of the literature are that learning-disabled (LD) females have lower IQ's and more severe academic achievement deficits in some aspects of reading and math, but are somewhat better in visual-motor abilities, spelling, and written language mechanics than LD males. (Author/DB)

Because some learning disorders in children may be associated with perceptual-motor dysfunction, this study tested the effects of sensorimotor treatment on learning disorders and explored the nature of neurodevelopmental disorders. In Part One, 64 neuromuscular, perceptual, and cognitive measurements made on 36 educationally handicapped children…

The School District of Jennings, Missouri, undertook a study of the effectiveness of grouping on academic achievement in kindergarten. It was hypothesized that grouping children according to developmental lags would be beneficial to the subjects in terms of their academic and personal development; that the curricula would be partially responsible…

Twenty-one children (approximate ages 6 to 16), drawn from the larger pool of 100, with Tourette's Syndrome were evaluated to: (1) determine the prevalence of learning disorder in this population; (2) identify particular areas of academic difficulty; and (3) consider the spectrum of central nervous system processing deficits in these children. Not…

Fifty-four kindergarten children were screened with the Sapir Developmental Scale to highlight deficiencies in bodily schema, perceptual motor skills, and language development, and were matched in groups of three by score, chronological age, and sex with one of the three acting as control. Three first grade classes were organized as follows: one…

Serving prekindergarten through grade 5, the project was designed to improve the educational performance of children with learning problems (without regard to categorical labels) and thus support the work of the classroom teacher in the child's normal school setting. Team screening processes were developed to identify preschool or school age…