Showing 7 results for Integration
Zahra Ja'fari,
Volume 3, Issue 4 (1-2003)
Abstract
Auditory integration training (AIT) is a hearing enhancement training process for sensory input anomalies found in individuals with autism, attention deficit hyperactive disorder, dyslexia, hyperactivity, learning disability, language impairments, pervasive developmental disorder, central auditory processing disorder, attention deficit disorder, depression, and hyper acute hearing. AIT, recently introduced in the United States, and has received much notice of late following the release of the sound of a miracle, by Annabel Stehli. In her book, Mrs. Stehli describes before and after auditory integration training experiences with her daughter, who was diagnosed at age four as having autism.
Hossein Sourtji , Ali Hossein Sazmand , Ashraf Karbalaei-Nouri, Habibollah Jadidi,
Volume 9, Issue 2 (7-2008)
Abstract
Objective: Children with Down syndrome have sensory integration dysfunction, and a range of physical problems and difficulties that may affect their motor development. The aim of present study was to determine effectiveness of sensory integration therapy on gross and fine motor skills of 5-7 years old children with Down syndrome.
Materials & Methods: Sixty 5-7 years old children were diagnosed as having Down syndrome, were selected by randomized sampling and participated in this experimental study. Each participant was assessed by researcher, that the assessment used was Peabody Developmental Motor Scales. The children were randomly assigned to the intervention (sensory integration therapy) and control groups. Sensory integration therapy was given to intervention group. Data were analyzed by Leven test, Independent T test and covariance analysis.
Results: There was significant difference between pretest and post test scores of intervention and control groups in gross motor development (P<0.000), but in fine motor development there was significant difference between pretest and post test scores only in intervention group (P<0.001) and in control group it wasn’t significant (P=0.013). Also there was significant difference between two groups in gross and fine motor development (P<0.001).
Conclusion: The results showed the sensory integration therapy were effective in gross and fine motor of children with Down syndrome. It was concluded that sensory integration therapy should be applied for children with Down syndrome who have gross and fine motor difficulties.
Nader Matin Sadr, Hojjat Allah Haghgoo, Sayyed Ali Samadi, Mehdi Rassafiani, Enayatollah Bakhshi,
Volume 17, Issue 2 (7-2016)
Abstract
Objective Children with Autism Spectrum Disorder (ASD) have a lot of sensory integration problems, which severly interfere with their learning process in the classroom; therefore, they confront with difficult problems in academic achievements. As a result, they need environmental modification to resolve sensory seeking behaviors and improve their educational success. Considering the effects of sensory stimulation and integration in children with ASD, this study aimed to examine the impacts of sitting on a ball, cushion, and or common chair on classroom behavior of 4 students with ASD. Because alternative seating like therapy balls and air cushions instead of regular chairs can exert various sensory stimuli on student’s sensory organs, this study aimed to examine the effects of three alternative classroom-seating devices; i.e. regular classroom chairs, therapy balls, and air cushions on students’ classroom behaviors. These behaviors include on-seat behavior, on-task behavior, and autistic behavior.
Materials & Methods In this study, 4 male students with ASD in Tabasom Primary School, Mashhad, Iran were investigated in a single-subject study. Their classroom behaviors were recorded and monitored by video recording in an A-B-A-C single-subject design for 4 weeks. Their classroom behaviors were video recorded in 3 phases: Students sat on a normal chair in baseline phases (A), on a cushions in second phase (B), and on a therapy ball in third phase (C). The students’ behaviors (including sitting times; in-seat and on-task/ off-task behaviors) were observed and recorded every other day, a session per day, and 10 minutes each session (in total 12 sessions equal to 120 minutes). Sitting times and on-task/off-task behaviors were quantified by momentary time sampling and compared during different phases for important changes. Social validity was taken by the teacher at the end of the research as well. Additionally, the Gilliam Autism Rating Scale - Second Edition test was used to examine stereotyped movements, social and communication skills of the students before and after the research. Social and communication skills of the subjects were evaluated before and after the intervention using The Vineland Social Maturity Scale. Statistical software SPSS version 19 and Excel software were used to analyze the descriptive statistics and drawing diagrams, respectively.
Results The findings of this research demonstrated increases in on-task and in-seat behaviors in 4 students when seated on air sit cushioned chairs and therapy balls when compared to seating on regular chairs. But, despite increase in on-task behaviors for all students, only two of the students showed improved in-seat behaviors when seated on therapy balls. An increase of 11.7% in on-task behaviors was observed during sitting on a therapy ball, when compared to regular chairs. Furthermore, a 25% increase was observed in on-task behavior of students when they were seated on air sit cushioned chairs in comparison with regular chairs. The in-seat behaviors were increased by 31.7% and 23.3% when sitting on the therapy ball and cushioned air chairs, respectively, when compared with regular chairs. Social validity findings indicated that the teacher preferred the use of the balls and air-cushioned chairs for her students.
Conclusion In the present study, therapy balls and or cushioned chairs for ASD students facilitated in-seat and on-task behaviors and improved classroom performance. It seems that using these alternative seating chairs can satisfy the subjects’ needs to sensory stimuli, and therefore, decreases their sensory seeking behaviors which interferes with their academic achievements. While, using therapy ball chairs for these students may facilitate in-seat behavior and decrease autistic behavior in class, the student’s response to dynamic seating is different individually. Therefore, chair selection must be based on vestibular reaction of the students.
Elyas Monfared, Mohsen Vahedi, Hojjat Allah Haghgoo,
Volume 22, Issue 3 (9-2021)
Abstract
Objective: Social participation in daily living the activities requires the maintenance of a variety of social relationships with others and engagement in various social activities. Proper social participation increases the feeling of attachment, provides a stable sense of identity, and increases one’s sense of worth, belonging, and dependence on society. Lack of social participation leads to anxiety, loneliness, depression, panic, mental disorders and many other mental problems and affects society in general. A new coronavirus, called COVID-19, was identified in late December 2019 in China. After just one year, it has been reportedly infected more than 85 million people (up to January 1, 2021) worldwide, and more than 1.8 million have died. Two public health measures to break the transmission chain include quarantine and social distancing. These measures restrict gatherings or separate individuals. Due to these measures in many countries, people’s participation in many social activities has been disrupted. The purpose of this study is to survey the negative effects of the COVID-19 pandemic on home integration, community integration and productive activities.
Materials & Methods: This cross-sectional study was conducted in June 2020 by using the Community Integration Questionnaire (CIQ) which measures home integration, community integration, and productive activities, along with a demographic form which were sent to 461 participants in Iran (Mean ±SD age= 36.86±5.8 years) on WhatsApp or via email and completed online. Participants were selected from among college students, patients, people with disabilities, their families and relatives, and others who could use smartphones, computers, tablets, and laptops. The effects of Covid-19 were evaluated by analyzing the CIQ scores before and after the pandemic in SPSS v. 22 software.
Results: Comparing the CIQ scores before and after the pandemic, results showed that it significantly reduced home integration (P<0.0001), social integration (P<0.0001), productive activities (P<0.0001) and total score (P<0.0001).
Conclusion: The COVID-19 pandemic has disrupted the social life of people. In addition to health threats of this disease, the fear of being infected and losing loved ones, job, educational opportunities, recreation, freedom and support, have profound psychological effects. Not only getting infected, but also the fear of getting infected can lead to a lack of access to resources that can improve people’s resistance to this disease. The COVID-19 pandemic has direct and indirect psychological and social effects and can affect mental health. In order to reduce the negative psychosocial effects of quarantine and social distancing, the implementation of national strategies to promote social participation by Information and Communication Technology-based programs is recommended.
Vahid Razzaghi, Leila Ostadhashemi, Maliheh Arshi, Mohammad Sabzi Khoshnami,
Volume 23, Issue 4 (1-2023)
Abstract
Objective People's lives change after unfortunate events such as spinal cord injury, and the people with this injury, as a citizen, face various obstacles and challenges to participate in society. This study explores the barriers and facilitators of social integration of patients with spinal cord injuries in Rofeideh Rehabilitation Hospital.
Materials & Methods This research was conducted using Granheim and Lundman's (2004) conventional content analysis. The participants comprised 13 people with spinal cord injury, 4 family caregivers of patients, and 5 rehabilitation service providers in Rofeideh Rehabilitation Hospital, which were selected by purposive sampling. Sampling was continued until data saturation. Data were collected and analyzed using semi-structured in-depth interviews. To evaluate the stability of the data, four criteria of credibility, transferability, dependability, and confirmability proposed by Guba and Lincoln were used.
Results Facilitators of social integration of people with spinal cord injury were identified in the 3 main categories and 8 subcategories. The main categories were "social support," "social participation," and "individual beliefs." The barriers to social integration were extracted from participants' experiences and consist of 3 main categories of "environmental and structural barriers," "physical and motor barriers," and "contextual factors" and 6 related subcategories.
Conclusion According to the findings of this study, patients with spinal cord injuries face various barriers in order to re-integrate into the community. On the other hand, helpful factors at different levels of individual, family, and social facilitate their social integration process. Recognizing these factors, derived from the deep and rich experiences of people with spinal cord injury, family caregivers, and rehabilitation service providers, can be useful to patients, families, professionals, and policymakers. They can use these experiences to program, design, and implement related interventions to reduce barriers and strengthen facilitators to the social integration of the target group.
Milad Faraji, Hojjat Allah Haghgoo, Ebrahim Peshyareh, Elyas Monfared, Mohsen Vahedi,
Volume 23, Issue 4 (1-2023)
Abstract
Objective: Multiple sclerosis (MS) is a disorder that involves the central nervous system. Cognitive impairments in patients with MS have a direct and significant impact on their performance in the activities of daily living, and hence their social participation is disrupted. Thus, exploring cognitive domains can help us make clinical decisions and interventions. To cognitively rehabilitate these people and estimate the relationship between cognitive performance (computer test and performance test) and the level of participation, we should examine the correlation between these two domains. This study aims to determine the correlation between social participation and two types of cognitive assessments: computerized and functional.
Materials & Methods: The present study was a cross-sectional study, and sampling was done by available sampling. The target population was patients with MS admitted to the MS center of Isfahan City, Iran, provided that they met the inclusion criteria in the winter of 2021. Forty-five patients with MS (9 males and 36 females) with an expanded disability status scale between 1 and 5 were selected by available sampling. To assess their cognitive performance, Cambridge neuropsychological test automated battery (CANTAB) and the Lowenstein occupational therapy cognitive assessment (LOCTA) functional test were used. Also, the community integration questionnaire (CIQ) was used to determine the level of participation. The data were then processed with SPSS.
Results: Based on the study results on the intensity and relationship between the measures, there is integration in targeted activities with all measures of LOTCA and CANTAB. This measure had a significant relationship with orientation, visual perception, and motor praxis from the LOTCA test and Delayed matching to sample test (DMS) from the CANTAB test. Notable results include a high correlation between home integration of the CIQ and the stocking of Cambridge test from CANTAB (r=0.353), and social integration of the CIQ with the DMS from CANTAB (r=0.538), integration in purposeful and productive activities of the CIQ with the motor proxy from LOTCA (r=0.422).
Conclusion: According to the results, both tests have a high correlation with the CIQ. So, computer test, which has a good correlation with participation, can be used alongside the performance test.
Dr Nahid Rahmani, Dr Mehrnaz Kajbafvala, Dr Amirhossein Takian, Dr Marziyeh Shirazikhah, Dr Hadi Hamidi, Dr Seyed Jafar Ehsanzadeh,
Volume 25, Issue 1 (4-2024)
Abstract
Objective According to the World Health Organization (WHO), more than 1 billion people (approximately 15% of world population) live with disability. Also, about half of these people lack access to healthcare facilities. Therefore, providing timely healthcare services, especially rehabilitation, is of great significance for these people. The goal of the study was to determine the objectives and policies in the field of rehabilitation in middle- and high-income countries and compare them with Iran.
Materials & Methods Based on available databases, a comprehensive review of documents, papers, and books was performed in the field of rehabilitation related to high- and middle-income countries.
Results Due to a lack of coordinated services, inappropriate access, unplanned distribution, unclear service delivery levels, neglect of health promotion and prevention levels, lack of a transparent referral system, unclear insurance system, and weak financial resources, the need for a national program with a service integration approach is strongly felt. The review of the rehabilitation programs and documents in other countries help us to design a conceptual framework of the rehabilitation service model, which is based on three principles: Removing barriers and developing access to healthcare services and programs; strengthening and developing rehabilitation using technology, community-based support, and rehabilitation services; and promoting comparable international data collection on disability and supporting research on disability and related rehabilitation services.
Conclusion The national rehabilitation program, with a service integration approach, provides a good platform for fair access to rehabilitation services for all people with disability. In this program, the health system is the most important reference to meet these needs. Therefore, it is suggested that this program pursue three main objectives: Fair promotion of the healthcare services of rehabilitation for recipients, improving the response to the needs of rehabilitation service recipients, and reducing the financial and social risks of service recipients.
