아동 중심 감각통합훈련이 뇌성마비아동의 균형에 미친 효과
The Effects of Child-centered Sensory Integration Training on Balance in Children with Cerebral Palsy
재활연구 2002년 22권 0호 p.171 ~ 202
이병희,
소속 상세정보
이병희 ( )
삼육재활학교
KMID : 0376020020220000171
Abstract
The purpose of this study was to investigate the effects of child-centered sensory integration training on balance in child with cerebral palsy. For this investigation child-centered sensory integration training was administered to 26 children between age 7 and 18 who were diagnosed of cerebral palsy.
The sensory integration was given to the subject children for 15 weeks, 2 times a week and each stimulation lasted between 40 to 50 minutes. After analyzing various existing programs sensory integration training for this study was created 34 items covering 9 areas. All subjects were evaluated for functional performance which was measured using the Berg balance scale. Paired-sample t-test and one-way ANOVA was used to determine whether there were any statistically differences of functional performance among the group. To study the effects of child-centered sensory integration training on balance was tested before and after the stimulation. Summarizing the results of this investigation:
First, statistically significant improvement in 11 items (Sitting to standing, Standing unsupported, Sitting unsupported with feet on floor, Standing to sitting, Transfers, Standing unsupported with eyes closed, Standing unsupported with feet together, Turn to look behind/ over left and right shoulders, Turn 360 degrees, Standing unsupported with one foot in front and Stand on one leg) of Berg balance scale was found after the application of child-centered sensory integration training. For 3 items (Reaching forward with outstretched arm, Pick up object from floor and Alternating steps on stool) statistically significant difference was not found although the balance maintain time was longed after the training.
Second, diplegia and quadriplegia children showed the improvement in Standing unsupported, Transfers, Standing unsupported with eyes closed, Standing unsupported with feet together, Turn to look behind/over left and right shoulders, Standing unsupported with one foot in front and Stand on one leg by training, and Standing to sitting was improved for those cerebral palsy children who have diplegia.
Third, cerebral palsy children with walker and wheelchair showed the statistically significant improvement in Standing unsupported, Standing unsupported with eyes closed, Standing unsupported with feet together, Turn to look behind/over left and right shoulders, Standing unsupported with one foot in front and Stand on one leg by the training, and Sitting to standing and Transfers was improved for those cerebral palsy children who have walker. Sitting unsupported with feet on floor was improved for those cerebral palsy children who have wheelchair.
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