SENSORY INTEGRATION VERSUS COGNITIVE BEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN

Authors

  • Ms.Syeda Iffat Nasir Rehabilitation Program Advisor Policy and Planning Division Ministry of Transportation, Ontario

Keywords:

Learning, Behavior, Children, Cognitive Function, Disability Evaluation, Rehabilitation

Abstract

BACKGROUND AND AIMS
Number of studies demonstrated that children with learning disabilities suffers from emotional-behavioral problems, however neurophysiologic approaches are efficient to produce better health-related  outcomes thus this study aimed to investigate the effectiveness of sensory integration versus cognitive-behavioral therapy on
behavioral issues of learning-disabled children.
METHODOLOGY
A Randomized Controlled Trial included 30 learning disabled-children, diagnosed by Psychologist on the standardized criteria, divided into Group-A (n=15) and B (n=15) where Group-A performed Sensory Integration while B performed Cognitive-Behavioral Therapy for 4 weeks. Data was collected at baseline and post the intervention on Behavioral Problem Scale and Conner’s Teacher Rating Scale respectively.
RESULTS
Both the groups showed significant results (p<0.05), however Group-A showed marked reduction in BPS in comparison to B while CTRS was  observed with slight greater improvement in Group-B than A.
CONCLUSION
It was concluded that sensory integration is as effective as cognitive behavioral therapy in improving behavioral problems of learning- disabled children.

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Published

2021-02-04

How to Cite

Nasir, M. I. . (2021). SENSORY INTEGRATION VERSUS COGNITIVE BEHAVIORAL THERAPY ON BEHAVIORAL ISSUES IN LEARNING-DISABLED CHILDREN. Pakistan Journal of Rehabilitation, 9(2), 11–17. Retrieved from http://ojs.zu.edu.pk/ojs/index.php/pjr/article/view/989

Issue

Vol. 9 No. 2 (2020): PJR Vol-9 ,Issue- 2 (2020)

Section

Original Articles

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