Experimental Study On Social Adaption Of The Children With Mental Retardation With Sensory Integration Training Intervention

Objective:The study was taking sensory integration training to intervene the children withmental retardation with games. The study analyzed the change of the sensory integrationability and the social adaption ability of the children with mental retardation, discussedthe influence and effect on the improve the social adaption ability,the sensoryintegration ability and the quality of life of the children with mental retardation insensory integration training.Method:1.In this study the36children with mental retardation from three Gusu DistrictMentality Cultivation schools of Suzhou selected for the test object, and Divided theminto2group Stochastically: control group （n=18）, experimental group （n=18）.Oneyear sensory integration training on experimental group,4times a week, one hour at atime. The control group took daily teaching activities without sensory integrationtraining.2. The study adopted rating scale of sensory integration ability and the socialadaption ability of the children.Compared and analyzed the aspect about sensorymotor,self-care,labor skill,economic action,language development, temporal orientation,individual orientation and community responsibility.3.Used the SPSS17.0software to processing the obtained data.Results:1. Sensory integration training, the experimental group vestibular, tactile, proprioceptive scores between before the experiment was significantly increased (P<0.01, P <0.05); vestibular sense of the experimental group, tactile, proprioceptivescores between the control group improved significantly (p <0.05).2. Adapt supplier of sensory integration training, the experimental group,independent function, cognitive function, social/self factor scores between before theexperiment was significantly increased (P <0.01); experimental group adaptation,independent function, cognitive function, social/self factor scoreThe comparisoncontrol group improved significantly (p <0.05).3. Sensory integration training, the experimental group of independent factors andfactor (sensory-motor, self-care and labor skills) score improved significantly (P <0.01)in the comparison before the experiment, the economic activity factor no significantchange; independent function of the experimental group factor and itssub-factor(sensory-motor, self-care, labor skills) scores between the control group improvedsignificantly (p <0.05), and no significant change in economic activity factor.4. Sensory integration training, the experimental group cognitive function factorand its factor (language development, spatial and temporal orientation) roughly dividedcomparison experiment was significantly increased (P <0.01); cognitive function factorand its sub-factor of the experimental group (language developmenttemporal and spatialorientation) improved significantly (p <0.01, p <0.05) than the control group5. Sensory integration training significantly increased (P <0.01) in the experimentalgroup social/self factor and its social responsibility factor scores between theexperimental and personal preference score did not change significantly; experimentalgroup social/self factor and its social responsibility, personal orientation factorscoreThe comparison control group improved significantly (p <0.01).Conclution:1. Sensory integration training can significantly improve the vestibular sense ofmentally retarded children, tactile and proprioceptive to improve the ability of mentallyretarded children with sensory integration.2. Sensory integration training can significantly improve independent function ofchildren with mental retardation, cognitive function and social/self-evident role in promoting the improvement of adaptive behavior.