Evaluation of measures of sensory processing and inattention in a sample of South African preschool learners
Date
2015-09-17
Authors
Chemel, Yael
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Abstract
The purpose of this study was to determine what percentage of 100 preschool children
between the ages of 4 years to 6 years 11 months attending seven private mainstream
schools were identified by teachers and parents with inattention and sensory modulation
disorder (SMD). A cross section quantitative descriptive design was used as observational
data was obtained on the entire sample of the preschools, at one point in time only, by the
child’s parents and teachers. Parents of the participants scored the Sensory Profile and the
teachers scored the School Companion and Attention Deficit Disorders Evaluation Scale-
(ADDES-3) inattention subtest based on their functioning and behaviour at home and at
school.
Participants were assessed in the classroom and at home and results showed that parents
and teachers scored them as having more definite dysfunction than expected compared to a
normal distribution. Teachers also scored the participants below average for inattention.
Parents indicated less dysfunction than teachers with weak relationship between the School
Companion and Sensory Profile indicating that the context in which the participants were
observed is important and they may have problems other than SMD and inattention. The
School Companion had a moderate positive correlation with the ADDES-3. For the 43% of
participants attending therapy there was a low association in the identification of SMD and
inattention and attendance at therapy.
Description
dissertation submitted to the Faculty of Health Sciences, University of the
Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree
of Master of Science in Occupational Therapy
Johannesburg, 2015