AnjaLi Carrasco Koester, Zoe Mailloux, Gina Geppert Coleman, Annie Baltazar Mori, Steven M. Paul, Erna Blanche, Jill A. Muhs, Deborah Lim, Sharon A. Cermak; Sensory Integration Functions of Children With Cochlear Implants. Am J Occup Ther 2014;68(5):562–569. https://doi.org/10.5014/ajot.2014.012187
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© 2020 American Occupational Therapy Association
OBJECTIVE. We investigated sensory integration (SI) function in children with cochlear implants (CIs).
METHOD. We analyzed deidentified records from 49 children ages 7 mo to 83 mo with CIs. Records included Sensory Integration and Praxis Tests (SIPT), Sensory Processing Measure (SPM), Sensory Profile (SP), Developmental Profile 3 (DP–3), and Peabody Developmental Motor Scales (PDMS), with scores depending on participants’ ages. We compared scores with normative population mean scores and with previously identified patterns of SI dysfunction.
RESULTS. One-sample t tests revealed significant differences between children with CIs and the normative population on the majority of the SIPT items associated with the vestibular and proprioceptive bilateral integration and sequencing (VPBIS) pattern. Available scores for children with CIs on the SPM, SP, DP–3, and PDMS indicated generally typical ratings.
CONCLUSION. SIPT scores in a sample of children with CIs reflected the VPBIS pattern of SI dysfunction, demonstrating the need for further examination of SI functions in children with CIs during occupational therapy assessment and intervention planning.
Will children with CIs exhibit deficits on the SIPT associated with the VPBIS pattern of sensory integrative dysfunction?
Will children with CIs show signs of other sensory integrative or developmental deficits?
Occupational therapy practitioners working with children with CIs should consider evaluating sensory integration dysfunction in the assessment process.
The SIPT can be important in identifying patterns such as VPBIS in children with CI.
Practitioners should consider over- or underresponsiveness to various types of sensation (as measured by instruments such as the SP and SPM) during assessment because these issues may be present in some children with CI.
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