The Effect of Sensory-Motor Integration Training on Motor Skills in Students with Educable Mentally Retardation

To investigate the effectiveness of sensory integration training on fine and gross motor skills development in children with educable mental retardation. A quasi-experimental study was conducted. 25 mentally retarded children from Primary school were selected through purposive sampling. Then, they were aligned (homogeneity) based on their pretest scores and divided into 2 groups: 15experimental & 10control. Each. In this research ‘Bruininks‒Oseretsky Test of Motor Proficiency’ was used. Sensory stimulation and physical exercises were practiced by the experimental group during 24 sessions. Each session was 45 minutes long and was held 3 times a week. The control group used the class programs. After 24 sessions both groups were tested.
To test the research hypothesis the Level data descriptive of mean and standard deviation and Deduction using independent and Dependent t-test and ANOVA2 × 2 and by Spss software (version 21) were analyzed. There was a significant difference in post‒test between the two groups (p<0.05). The experimental group had scored higher. Sensory‒Motor Integration training improved fine and gross motor skills, and the effect of this training was noticeably greater than class programs.