A Comparison of the Play Skills of Normal Boys and Boys with Sensory Integrative Dysfunction

Occupational therapists often assume that children with sensory integrative (SI) dysfunction also have play deficits. However, occupational therapy literature suggests that some children with SI dysfunction may compensate for their deficits and be able to play in an age-appropriate fashion. The purp...

Full description

Saved in:
Bibliographic Details
Published inOTJR (Thorofare, N.J.) Vol. 9; no. 2; pp. 84 - 100
Main Author Bundy, Anita C.
Format Journal Article
LanguageEnglish
Published Thorofare SAGE PUBLICATIONS, INC 01.03.1989
Subjects
Anatomy
Behavior
Child Development
Children & youth
Data collection
Day Camp Programs
Group Membership
Imitation
Intelligence
Interrater Reliability
Interviews
Kindergarten
Males
Measurement Techniques
Occupational Therapy
Pediatrics
Preschool children
Preschool education
Resistance (Psychology)
Sensory Integration
Skill Analysis
Social interaction
Standard deviation
Studies
Teaching
Teaching Methods
Therapists
Validity
Young Children
Online AccessGet full text

Cover

More Information
Summary:Occupational therapists often assume that children with sensory integrative (SI) dysfunction also have play deficits. However, occupational therapy literature suggests that some children with SI dysfunction may compensate for their deficits and be able to play in an age-appropriate fashion. The purpose of this investigation was to determine whether the mean scores on the Preschool Play Scale (PPS) of a group of young boys with SI dysfunction were significantly lower than those of a group of their normal peers. Sixty-one boys between the ages of 54 and 82 months (normal group, n = 30; group with SI dysfunction, n = 31) were the subjects for this study. The group with SI dysfunction scored significantly lower than the normal boys on four of five PPS scores. However, many of the boys with SI dysfunction obtained normal PPS scores. This suggests that therapists should routinely assess the play skills of young children referred to them for SI evaluation.
ISSN:0276-1599
1539-4492
1938-2383
DOI:10.1177/153944928900900202