effect of occupational therapy intervention in enhancing social problem solving skills in children with learning disabilities(lD)- pilot study

Summary of the Study Protocol

Title:

Effect of Occupational Therapy Intervention in Enhancing Social Problem-Solving Skills in

Children with Learning Disability LD– Pilot Study.

Introduction:

Learning disabilities (LD) are neurodevelopmental disorders affecting academic skills like

reading, writing, and math, despite normal intelligence. They also impact social problem-solving

due to deficits in executive functions like memory cognitive flexibility and inhibitory control.

This can lead to social isolation low self-esteem and academic struggles.

Occupational therapy (OT) can help by improving sensory processing fine motor skills

executive functioning, and psychosocial adaptation through structured interventions.

Aim:

To evaluate the effectiveness of OT interventions in enhancing social problem-solving skills in

children with LD.

Objectives:

1 Assess social problem-solving skills.

2 Implement OT interventions.

3 Identify effective strategies.

4 Explore perceived benefits.

5 Provide evidence-based recommendations.

Rationale:

Children with LD struggle with social problem-solving, leading to emotional and social

difficulties. This study aims to demonstrate how OT interventions using social stories role

playing and conflict resolution techniques can improve these skills fostering better social

competence and self-esteem.

Review of Literature:

• Studies reviewed highlight the impact of LD on social skills the effectiveness of sensory

integration therapy and evidence-based assessment methods for LD. Sensory Integration Therapy (SIT) improves sensory processing and task participation while

OT interventions enhance social competence in children with dyspraxia.

Study Design: - Pilot Study with 30 participants - Conducted at KEM Hospital Mumbai Inclusion Criteria: Children 6-12 years with LD dyslexia, dysgraphia dyscalculia and normal

intellectual functioning.

• Exclusion Criteria: Comorbidities like cerebral palsy epilepsy autism or hyperactivity ruled

out using the Vanderbilt ADHD Diagnostic Rating Scale.

Methodology:

• Pre-Post Intervention Design: Participants undergo 12 weeks of OT sessions.

• Assessment Tools:

-ACIS Assessment of Communication and Interaction Skills to measure psychosocial learning

aspects.

• Observational checklists parent or teacher reports and academic performance tests.

-Data Analysis: Wilcoxon Signed Rank Test will compare pre- and post-intervention scores.

Statistical significance: p less than 0.05.

Intervention Protocol 12 Weeks:

Phase 1: Building Awareness Weeks 1-3

• Emotion recognition eye contact turn-taking.

Phase 2: Developing Social Skills Weeks 4-6

Conversational skills listening expressing needs.

Phase 3: Problem-Solving & Friendship Weeks 7-9

Conflict resolution cooperative play personal boundaries.

Phase 4: Generalization Weeks 10-12

• Real-life practice peer interactions final assessments.

Expected Outcomes:

Improved eye contact turn-taking and active listening.

Increased confidence in social settings.

Enhanced peer relationships and reduced social anxiety.

Conclusion:

This study aims to provide evidence for the role of OT in fostering essential social problem solving skills in children with LD.