SENSORY PROCESSING IN PRETERM CHILDREN AT 5 YEARS OF AGE AND ITS ASSOCIATION WITH SCHOOL READINESS

Abstract

Purpose: This study aimed to determine the sensory profile of preterm children an to investigate the relationship between sensory processing and school readiness at five years of age. Methods: Seventy-six children aged 60–72 months (36 preterm children born <37 weeks of gestation and 40 age-matched term children) were enrolled in the study. Sensory processing was assessed using the Sensory Profile of Dunn, and school readiness was evaluated using the Marmara Primary School Readiness Scale. Results: Sensory processing scores of the preterm group were significantly lower than the term group (p<0.05) at five years of age. Sensory symptoms in preterm preschoolers were associated with school readiness (p<0.05). Total Sensory Profile score was a significant predictor for school readiness in preterms (p<0.05). Conclusion: Preterm children exhibited more sensory processing disorder than their term typical peers. Sensory processing disorders in preterm children may affect their school readiness at five years of age.

Keywords

• Preterm
• School readiness
• sensory processing

OKUL ÖNCESİ DÖNEMDE PRETERM ÇOCUKLARDA DUYUSAL İŞLEMLEME VE OKULA HAZIR OLUŞLA İLİŞKİSİ

Öz

Amaç: Bu çalışmanın amacı, okul öncesi dönemde preterm çocukların duyusal profilini belirlemek ve duyusal işleme ile okula hazır oluş arasındaki ilişkiyi araştırmaktı. Yöntem: Çalışmaya 60-72 ay arası 76 çocuk (gestasyonel yaşı 37 haftadan küçük 36 preterm ve 40 term çocuk) dahil edildi. Duyusal işlemleme Dunn Duyu Profili ile değerlendirildi. Okula hazırlık durumu Marmara İlköğretim Okulu Hazır Oluş Ölçeği ile değerlendirildi. Sonuçlar: Okul öncesi dönemdeki preterm grubun duyusal işlemleme skorları term gruptan anlamlı olarak daha düşüktü (p<0,05). Preterm çocuklarda duyusal semptomlar okul hazırlığı ile ilişkiliydi (p<0,05). Total Duyu Profili skoru, pretermlerde okula hazır oluşun anlamlı bir belirleyicisiydi (p<0,05). Tartışma: Preterm çocuklar, akranlarından daha fazla duyusal semptom sergilediler. Beş yaşındaki preterm çocuklarda duyusal işlemleme bozuklukları, okula hazır olma durumlarını etkileyebilir.

Anahtar Kelimeler

• preterm
• okula hazır oluş
• duyusal işlemleme

Kaynakça

1. REFERENCES1. Buehler DM, Als H, Duffy FH, McAnulty GB, Liederman J. Effectiveness of individualized developmental care for low-risk preterm infants: behavioral and electrophysiologic evidence. Pediatrics. 1995;96(5):923-32.
2. 2. Miller LJ, Anzalone ME, Lane SJ, Cermak SA, Osten ET. Concept evolution in sensory integration: A proposed nosology for diagnosis. The American Journal of Occupational Therapy. 2007;61(2):135.
3. 3. DePaul D, Chambers SE. Environmental noise in the neonatal intensive care unit: Implications for nursing practice. The Journal of Perinatal & Neonatal Nursing. 1995;8(4):71-6.
4. 4. Bart O, Shayevits S, Gabis L, Morag I. Prediction of participation and sensory modulation of late preterm infants at 12 months: A prospective study. Research in developmental disabilities. 2011;32(6):2732-8.
5. 5. Dunn W. The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants and young children. 1997;9:23-35.
6. 6. Lane KL, Givner CC, Pierson MR. Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. The Journal of Special Education. 2004;38(2):104-10.
7. 7. Dunn W. The sensations of everyday life: Empirical, theoretical, and pragmatic considerations. American Journal of Occupational Therapy. 2001;55(6):608-20.
8. 8. Kayihan H, Akel BS, Salar S, Huri M, Karahan S, Turker D, et al. Development of a Turkish version of the sensory profile: Translation, cross-cultural adaptation, and psychometric validation. Perceptual and motor skills. 2015;120(3):971-86.

9. 9. Polat Unutkan Ö. Marmara ilköğretime hazır oluş ölçeğinin geliştirilmesi ve standardizasyonu. Unpublished master’s thesis, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. 2003.
10. 10. Eeles AL, Spittle AJ, Anderson PJ, Brown N, Lee KJ, Boyd RN, et al. Assessments of sensory processing in infants: a systematic review. Developmental Medicine & Child Neurology. 2013;55(4):314-26.
11. 11. Wickremasinghe A, Rogers E, Johnson B, Shen A, Barkovich A, Marco E. Children born prematurely have atypical sensory profiles. Journal of Perinatology. 2013;33(8):631.
12. 12. Adams JN, Feldman HM, Huffman LC, Loe IM. Sensory processing in preterm preschoolers and its association with executive function. Early human development. 2015;91(3):227-33.
13. 13. Case-Smith J, Allen AS, Pratt PN. Occupational therapy for children: Mosby Toronto; 2001.
14. 14. Bundy A, Bundy A, Lane S, Murray E. Using sensory integration theory in schools: Sensory integration and consultation. Sensory integration: Theory and practice. 2002;2:309-22.
15. 15. Ayres AJ. Sensory integration and learning disorders: Western Psychological Services; 1972.
16. 16. Boyd LA, Sobieraj SL. Kindergarten Readiness: The Impact of Sensory Integration on Preschool Children's Readiness for the Transition to Kindergarten. 2013.
17. 17. Vieira MEB, Linhares MBM. Developmental outcomes and quality of life in children born preterm at preschool-and school-age. Jornal de pediatria. 2011;87(4):281-91.