The Effect of Occupational Therapy-Based Sensory Motor Training On Self-Regulation, Cognitive Skills, And School Readiness in Preschool Children
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 38
- 试验地点
- 2
- 主要终点
- Kansas Reflection-Impulsivity for Preschool-KRISP
研究概览
简要总结
When looking at the literature, sensory-motor skills, self-regulation, executive functions, cognitive styles, and school readiness are strongly related concepts. Self-regulation skills are closely related to the maturity of sensory-motor components. Therefore, it is important to provide sensory-motor training with self-regulation strategies. However, no study investigating the effects of self-regulation strategies combined with sensory-motor training on school readiness, self-regulation, executive functions, and cognitive styles could be found in the literature.
Our study aims to examine the effect of self-regulation strategies and occupational therapy-based sensory-motor training on self-regulation, cognitive skills, and school readiness in preschool children.
The research will be carried out in two preschool classrooms of students aged 5-6 years registered for the 2022-2023 academic year at Özel Mavi Umut Eğitim Kurumları in Istanbul.
A total of 38 children will participate in the study, 19 in the intervention group and 19 in the control group. While the control group continues their preschool education, the intervention group will receive group interventions including self-regulation strategies and sensory-motor skills training for 1 hour, twice a week, for 10 weeks, in addition to their regular preschool education.
Metropolitan School Readiness Test, Kansas Pre-School Self-Concept Scale Form A, Childhood Executive Function Inventory, Pre-School Self-Regulation Scale, Dunn Sensory Profile, and Bruininks-Oseretsky Short Form 2 will use to evaluate both the intervention and control groups at 10-week intervals.
The data obtained from the evaluations will be analyzed using SPSS (Statistical Package for Social Science) 22.0 version. If the data follows a normal distribution, the Paired Student's t-test will be used for comparison, and if not, the Wilcoxon Matched Two-Sample Test will be used. Mean±standard deviation (X±SD) will be determined for the identified variables. A statistical significance level of p≤0.05 will be considered.
详细描述
The purpose of our study is to investigate the effect of self-regulation strategies and occupational therapy-based sensory-motor education on self-regulation, cognitive skills, and school readiness in preschool children.
The research will be carried out in two kindergarten classes consisting of students aged 5-6 years, registered as part of the 2022-2023 academic year at Özel Mavi Umut Eğitim Kurumları located in Istanbul. In the G-Power program, based on the literature information, it was calculated that at least 15 people should participate in the study for each group, considering the values of 1.33±1.27 (mean±SD difference between groups) for 95% power (Fathirezaie et al., 2021). A total of 38 children, including 19 children whom will receive self-regulation strategies and a sensory-motor education program in the study group and 19 children in the control group, will include in the study.
To sustain the experimental study, an easily accessible preschool institution was selected. Kindergarten classes at Özel Mavi Umut Eğitim Kurumları will determine as the study and control group using a simple random sampling method.
While the control group continues preschool education, group interventions, including self-regulation strategies and sensory-motor skill training, will be applied to the study group in addition to preschool education. Group interventions will be conducted twice a week for a total of one hour for 10 weeks, with groups consisting of up to 10 people.
The inclusion criteria were attending preschool education, being between the ages of 5-6, and not having started primary school. Children with neurological, orthopedic, psychiatric diagnoses, and sensory impairments (e.g. visual and hearing loss) were excluded from the study.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 5 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •to attend preschool education class
- •to be between the ages of 5-6
- •not to have started primary school yet
排除标准
- •to have a neurological, orthopedic, or psychiatric diagnosis,
- •to have a sensory disability (e.g. visual and hearing loss).
结局指标
主要结局
Kansas Reflection-Impulsivity for Preschool-KRISP
时间窗: one week
The scale used to determine the cognitive tempo of children is the Form A of the Kansas Reflection-Impulsivity for Preschool-KRISP developed by Wright (1971). The scale consists of 10 shapes and 5 sample shapes that will be used to teach children how to use the scale. Higher scores indicate higher performance.
Childhood Executive Functioning Invantery-CHEXI
时间窗: one week
The measurement tool developed by Thorell and Nyberg (2008) focuses on the executive functions of children aged 4-12 years old. The questions in the scale were created based on Barkley's (1997) model, which explains that inhibitory control, working memory, and self-regulation create significant executive function impairments in children with ADHD. The lover scores indicate higher performance.
Preschool Self-Regulation Scale
时间窗: two weeks
The Preschool Self-Regulation Assessment (PSRA), developed by Smith-Donald et al. (2007), is a performance-based assessment tool that enables evaluators to assess children's emotions, attention, and behaviors based on practitioner-child interactions. The Practitioner Rating Form in the PSRA is a rubric-style assessment tool that is scored from 0 to 3 based on the items used. The Turkish adaptation of the PSRA was carried out by Ezgi Fındık Tanrıbuyurdu and Güler Yıldız in 2012 (Tanrubuyurdu and Yıldız, 2012). The higher scores indicate higher performance.
The Metropolitan School Readiness Test
时间窗: two weeks
The Metropolitan School Readiness Test was developed by G. H. Hildreth, N. L. Griffits, and M. Mc Gauvran in 1949. This test was adapted into Turkish by Oktay (1980) and is used to measure the characteristics and levels of school readiness for children who are starting school. The test consists of two sub-dimensions: reading readiness and number readiness, and a total of 100 items. The reading readiness sub-dimension consists of 66 items, including word meaning (19), sentences (14), general knowledge (14), and matching (19). The number readiness sub-dimension consists of 34 items, including numbers (24) and copying (10) (Oktay, 1983, p. 35). Higher scores indicate higher performance.
次要结局
- Sensory Profile(one week)
- Bruininks-Oseretsky Test 2 Short Form(two weeks)
研究者
Remziye Akarsu
Lecturer
Biruni University