Experimental Study On The Impact Of Learning Adaptability Of The School-age Children With Sensory Integration Training Intervention

Objective:Given the ability of sensory integration Pupils learn to adapt to the active role of the study based on primary school physical education curriculum standards for sports games in the form of school children sensory integration training intervention; and through the pre-intervention, post-school-age children sensory integration and learning adaptability analysis of changes, investigate the effect of sensory integration training school children learn to adapt.Method:Select Suzhou City, a first grade two classes of 60 students as experimental subjects were randomly divided into experimental group(N = 30) and control group(N = 30); sensory integration training for intervention in the experimental group after school time for a period of four months sensory integration training three times a week,every 30 minutes; the control group daily physical education activities, sensory integration does not take part in training.Sensory integration training before and after the intervention, namely the use of "sensory integration development rating scale" and "learning adaptability test( ATT) " on subjects related to sensory integration(vestibular, tactile, proprioceptive, learning ability) and adaptive learning(learning attitude, methods lectures, family environment, school environment, independence and persistence) and other assessed and analyzed.The use of computer software or Excel software SPSS19.0 experimental data obtained for statistical processing and analysis.Results:1.Subjects appear in some children sensory integration dysfunction and maladaptive learning, sensory integration dysfunction rate was 22.7%, learning to adaptto the adverse rate of 20%.2.After sensory integration training, the experimental group of students before vestibular function, tactile, proprioceptive and learning ability test scores were significantly improved(P <0.01, P <0.05); compared with the control group scored significantly increased(P < 0.05).3.After sensory integration training, the experimental group of students learning attitude, methods lectures, family environment, school environment as well as independence and perseverance on the score than before the experiment score significantly improved( P <0.01, P <0.05); compared with the control group the experimental group of students learning attitude, methods lectures, school environment and test score measured before independence and perseverance on comparing scores were significantly improved(P <0.01, P <0.05), no significant changes in family circumstances(P > 0.05).4.After sensory integration training, the experimental group students Adaptability Inventory score, improved significantly than before the experiment and standard score rating score( P <0.01, P <0.05); compared with the control group, students Adaptability Scale score, standard score, rating score improved significantly(P <0.01,P <0.05).5.After sensory integration training, the experimental group learning maladaptive rate of 24% to 20%, learning to adapt to a medium rate of 36% to 28% rate of 40%good to learn to adapt rose 52%; compared with the control group, students learning to adapt to moderate rate than the control group, learn to adapt good rate increased significantly, maladaptive learning rate unchanged.Conclution:1.School-age children have sensory integration dysfunction and some students appear maladaptive learning, schools and parents should pay attention to.2.Sensory integration training can significantly improve students ’vestibular function, tactile, proprioceptive and learning ability, enhance and improve students’ ability of sensory integration.3.Sensory integration training can improve student learning maladaptation4.Improve student learning to adapt to the level, to improve the ability to adapt to the significant role in promoting learning.