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Sensorimotor Therapy: Assessing Quantitative and Qualitative Expressions of Physiological and Psychological Development in Children
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies.
2013 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The first purpose of this thesis was to examine whether sensorimotor therapy utilizing the training program ”Retraining for Balance” might be an appropriate technique for sensorimotor proficiency. The second purpose was to gain increased understanding of the effects of sensorimotor therapy on the physical and psychological development of children and youth. A third purpose was to put sensorimotor therapy in a wider perspective through a somewhat novel extension of the theoretical framework. Two naturalistic studies were conducted. Paper I was quantitative and comprised 232 children (181 boys and 51 girls) divided into three groups (1) a younger group (7 years or younger, n=65), (2) a middle group (8 to 10 years old, n=91) and, (3) an older group (11 years old or older, n=76). The participants presented attentional and motor difficulties before starting therapy. The treatment period was in average close to 3 years. Results indicated significant improvements concerning sensorimotor skills in all age groups. Paper II was a qualitative study, which included the records of 8 children (7 boys and 1 girl) randomly selected from the cohort of 232 children. The analysis used the EPP-method and yielded 3 overarching themes, which together formed “the kinesthetic-vestibular developmental model”. The model illustrated how Introductions of sensorimotor exercises pushed the therapy process forward due to periods of Regression and Transformation. The results were generalized to the remaining 224 children in the cohort by comparing each participant’s records with “the kinesthetic-vestibular developmental model”. The tentative conclusion was that sensorimotor therapy according to the method “Retraining for Balance” might constitute a complement to treatment of ADHD, DCD and LD but controlled studies are necessary before more decisive conclusions can be drawn.

Abstract [en]

Baksidestext

 

This thesis had three purposes. (1) to examine whether sensorimotor therapy (SMT) using the training program ”Retraining for Balance” might be a proper technique for sensorimotor proficiency. (2) to gain increased understanding of the effects of SMT on physical and psychological development and, (3) to put SMT in a wider perspective by an extension of the theoretical framework. Two naturalistic studies were conducted. Paper I, which was quantitative, comprised 232 children who presented attentional and motor difficulties. The cohort was divided into three groups depending on age and results after therapy indicated improvements in all groups. Paper II, a qualitative study, selected records of 8 children from the cohort. Analysis yielded 3 overarching themes, which together formed “the kinesthetic-vestibular developmental model” illustrating how Introductions of exercises pushed the process forward due to Regressions and Transformations. The results were generalized to the remaining 224 children. The tentative conclusion of this thesis was that SMT might constitute a complement to treatment of ADHD, DCD and LD but controlled studies are necessary before decisive conclusions can be drawn.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2013. , 88 p.
Series
Karlstad University Studies, ISSN 1403-8099 ; 2013:20
Keyword [en]
Developmental Coordination Disorder, Learning Disorder, ADHD, Primary reflexes, Vestibular stimulation, Psycholigical development, Regression, Retraining for Balance
Keyword [sv]
Developmental Coordination Disorder, Inlärningssvårigheter, ADHD, Primära reflexer, Vestibulär stimulering, Psykologisk utveckling, Regression, Retraining for Balance
National Category
Psychology
Research subject
Psychology
Identifiers
URN: urn:nbn:se:kau:diva-26869ISBN: 978-91-7063-497-0 (print)OAI: oai:DiVA.org:kau-26869DiVA: diva2:615272
Presentation
2013-05-29, 11 D 21 Andersalen, Karlstads universitet, Karlstad, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2013-05-07 Created: 2013-04-08 Last updated: 2013-05-07Bibliographically approved
List of papers
1. Sensorimotor Therapy: Using Stereotypic Movements and Vestibular Stimulation to Increase Sensorimotor Proficiency of Children with Attentional and Motor Difficulties
Open this publication in new window or tab >>Sensorimotor Therapy: Using Stereotypic Movements and Vestibular Stimulation to Increase Sensorimotor Proficiency of Children with Attentional and Motor Difficulties
2009 (English)In: Perceptual and Motor Skills, ISSN 0031-5125, E-ISSN 1558-688X, Vol. 108, no 3, 643-669 p.Article in journal (Refereed) Published
Abstract [en]

The current naturalistic study examined whether sensorimotor therapy utilizing the training program, Retraining for Balance, might be an appropriate technique for sensorimotor proficiency. The 232 children (181 boys, 51 girls), whose mean age was 9.3 yr. (SD = 2.7), presented attentional and motor difficulties (according to the School Health Care) as indicated by their parents before starting therapy. The children were divided into three groups, i.e., a younger group (7 yr. old or younger, n = 65), a middle group (8 to 10 yr. old, n =91), and an older group (11 yr. old or older, n = 76). The program has seven parts, including fetal and neonatal movements, vestibular and auditory perceptual stimulation, and gross motor movements, among others. The treatment period was close to 3 yr. on the average. Analyses in a repeated-measures design indicated significant improvement of sensorimotor skills among the three age groups, but the older children performed better than the others on several tests. There were only a few sex differences. Retraining for Balance may be a functional technique for training children and youth with sensorimotor difficulties and might constitute a complement to regular treatment of Developmental Coordination Disorder, Learning Disability, and ADHD, but controlled studies are necessary before more decisive conclusions can be drawn.Read More: http://www.amsciepub.com/doi/abs/10.2466/pms.108.3.643-669

National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:kau:diva-27154 (URN)10.2466/pms.108.3.643-669 (DOI)
Available from: 2013-05-02 Created: 2013-05-02 Last updated: 2017-12-06Bibliographically approved
2. Sensorimotor therapy: Physical and psychological regressions contribute to an improved kinesthetic and vestibular capacity in children and adolescents with motor difficulties and concentration problems
Open this publication in new window or tab >>Sensorimotor therapy: Physical and psychological regressions contribute to an improved kinesthetic and vestibular capacity in children and adolescents with motor difficulties and concentration problems
2010 (English)In: Social behavior and personality, ISSN 0301-2212, E-ISSN 1179-6391, Vol. 38, no 3, 327-346 p.Article in journal (Refereed) Published
Abstract [en]

Our aim was to gain increased understanding of the effects of sensorimotor therapy on the physical and psychological development of children and young people when using the method Retraining for Balance. The records of 8 children who had completed the program were randomly selected from a cohort of 232 with sensorimotor difficulties and concentration problems. The participants, 7 boys and 1 girl, averaged 9 years of age. The Empirical Phenomenological Psychological method (the EPP-method, Gunmar Karlsson, 1995) was used for this analysis, which resulted in 29 categories which yielded 3 overarching themes: a) the introduction of sensorimotor exercises, b) regression to earlier sensorimotor and psychological behaviors, and c) transformations in which the sensorimotor and psychological skills of the children matured and developed. The themes formed the kinesthetic-vestibular developmental model illustrating how sensorimotor exercises push the therapy process forward while recurrent regressions are followed by positive developmental phases. The results of the study were generalized to the remaining 224 children in the cohort by comparing each individual’s records to the kinesthetic-vestibular model.

National Category
Applied Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:kau:diva-27157 (URN)10.2224/sbp.2010.38.3.327 (DOI)000277130600005 ()
Available from: 2013-05-02 Created: 2013-05-02 Last updated: 2017-12-06Bibliographically approved

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