Effect of a Sensory Integrative/Neurodevelopmental Programme on Motor and Academic Performance of Children with Learning Disabilities

Eight boys in classes for children with learning disabilities participated in a 13‐week programme of occupational therapy, based on principles of neurodevelopment and sensory integration. Treatment occurred weekly and was of 1.5 hours duration each week. At the same time a control group closely matched on age, I.Q., motor and academic performance was engaged by the remedial teacher in classroom activities. Discriminant analysis of academic and motor performances at the conclusion of the treatment revealed a discriminant function which differentiated between the two groups on the basis of motor skills. Fine motor scores in particular revealed significant improvement in the experimental group. There was no discrimination on the basis of scores in reading and spelling. The results are discussed in relation to the duration of the programme and indications for further research are highlighted.