Thesis (MOccTher)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Background
Temperament and sensory thresholds play an important part in how a person processes sensory
information. Because people are differently construed, the way we perceive sensory information
and act on the information will differ. Any person who suffers from an ailment or condition that
interferes with this process of receiving, interpreting and acting on stimuli from our environments
may find this process even harder. Behavioural observations that deviate from the "norm" are often
found in children with attention-deficit/hyperactivity disorder (ADHD) and sensory processing
disorder (SPD). More recent research focused on the relationship between ADHD and SPD. Dunn
developed the Sensory Profile Caregiver1 and Sensory Profile School Companion2 (SPSC)
measures to identify children’s sensory processing difficulties. Although many studies have been
conducted using the Sensory Profile, no studies have been conducted outside the United States of
America (USA) to establish whether Dunn’s SPSC will differentiate between children who are
considered to be "normal" and those diagnosed with ADHD.
Aim
The aim of this study was to investigate how learners with ADHD in the Western Cape would
perform on Dunn’s Sensory Profile School Companion (SPSC) and the ADHD Rating Scale-IV³ in
order to assess the sensory processing problems of learners with ADHD in South Africa (see note
end of abstract).
Methodology
A descriptive study was conducted using a convenience sample (n=108) from learners in the
Western Cape between the ages of five and ten years and diagnosed with ADHD. Data collection
consisted of a demographical form completed by the parents/legal guardians of the learners, as
well as the completion of two questionnaires by the educator of the learners. The first
questionnaire, the ADHD Rating Scale-IV, was used to classify the learners into subtypes of
ADHD. The second questionnaire was Dunn’s SPSC, which is a teacher-report measure of
learners’ responses to sensory input in the school environment.
The following statistical analyses were performed: • descriptive statistics to provide means, medians and measurements of dispersion of the
learners in the Western Cape on the SPSC;
• The Kruskal-Wallis one-way ANOVA probability value to consider if significant differences
existed between the medians of the 13 group scores of the SPSC; and
• The Welsh T-test to compare learners with ADHD in the Western Cape with SPSC norms
and Dunn’s sample of learners with ADHD.
Results
The results showed that there were significant differences (p=0.000) on all 13 group scores of the
SPSC in learners with ADHD in the Western Cape showing significantly more behaviours
characterising poorer sensory processing, when compared to Dunn’s normal sample. The
comparison to Dunn’s sample of learners with ADHD did not yield significant differences in 11 of
the 13 group scores, indicating that learners with ADHD in the Western Cape did not differ from
Dunn’s ADHD learners. Avoiding and School Factor 4 showed significant differences, with the
Western Cape group showing more extreme behaviours related to sensory input than Dunn’s
group.
The results using the ADHD Rating Scale-IV were less significant and it was found that the rating
scale could not differentiate between the two types of ADHD, although some inferences could be
made regarding the use (or not) of medication. There was a significant difference (p < 0.01) on the
inattentive, hyperactive-impulsivity and total scores of the ADHD Rating Scale-IV with learners not
on medication showing a higher frequency of ADHD behaviours.
Conclusion
Dunn’s SPSC was found to be a good measure to assess learners with ADHD’s sensory
processing problems. The ADHD Rating Scale-IV, on the other hand, could not classify the
learners into the subtypes and therefore cannot be used when learners are already using
medication. Further investigation is recommended to try to establish a link between the different
subtypes of ADHD and the placement of learners on the different quadrants of Dunn’s SPSC as
well as the School Factors and Sensory Section Scores. / AFRIKAANSE OPSOMMING: Agtergrond
Temperament en sensoriese drempels speel 'n belangrike rol in die wyse waarop 'n persoon
sensoriese inligting verwerk. Omdat mense verskillend is, sal die manier waarop ons sensoriese
inligting waarneem en dan daarop reageer, verskil. Enige persoon wat aan 'n kwaal of toestand ly wat inmeng met hierdie proses van hoe sensoriese insette uit die omgewing opgeneem,
geïnterpreteer en dan op gereageer word, sal dit moeilik vind. Gedrag wat afwyk van die "norm"
word dikwels in kinders met aandagafleibaarheid/hiperaktiwiteitsteuring (AAHS) en sensoriese
prosesseringsdisfunksie (SPD) waargeneem. Meer onlangse navorsing fokus op die verhouding
tussen AAHS en SPD. Dunn het die Sensory Profile Caregiver4 en die Sensory Profile School
Companion5 (SPSC)-skale ontwikkel om kinders se sensoriese prosesseringsprobleme te
identifiseer. Alhoewel baie studies gedoen is wat die Sensory Profile gebruik het, is daar geen
studies buite die VSA gedoen om te bepaal of Dunn se SPSC tussen kinders wat as normaal
beskou word en dié wat met AAHS gediagnoseer is, kan differensiëer nie.
Doelstelling
Die doel van hierdie studie was om ondersoek in te stel na hoe leerders met AAHS in die Wes-
Kaap op Dunn se Sensory Profile School Companion (SPSC) en die ADHD Rating Scale-IV6 sou
presteer om die sensoriese prosesserings probleme van leerders met AAHS te assesseer.
Metodiek
'n Beskrywende studie is gedoen met 'n gerieflikheidsteekproef (n=108) van leerders tussen die
ouderdomme vyf en tien jaar oud in die Wes-Kaap wat met AAHS gediagnoseer is. Datainsameling
het bestaan uit 'n demografiese vorm wat deur die ouers/wettige voogde van die leerders ingevul
is, sowel as die voltooiing van twee vraelyste deur die opvoeder van die leerders. Die eerste
vraelys, die ADHD Rating Scale-IV, is gebruik om die subtipes van AAHS te klassifiseer. Die
tweede vraelys was die Sensory Profile School Companion (SPSC) wat 'n meting met behulp van
die onderwyser se verslag is wat die leerders se reaksie ten opsigte van sensoriese insette in die
skoolomgewing meet. Die tweede vraelys (Dunn se SPSC) is deur onderwysers ingevul ten einde
leerders se response op sensoriese insette in die skoolomgewing te bepaal.
Die data is aan die volgende ontledings onderwerp: beskrywende statistiek wat die gemiddelde, mediane en metings van die verspreiding van
leerders in die Wes-Kaap op die SPSC verskaf;
• die Kruskal-Wallis-eenrigting-ANOVA waarskynlikheidswaarde om vas te stel of daar
beduidende verskille tussen die mediane van die 13 groeptellings van die SPSC is; en
• die Welsh T-Toets om leerders met AAHS in die Wes-Kaap te vergelyk met die SPSCnorme
en Dunn se steekproef van leerders met AAHS.
Resultate
Die resultate het beduidende verskille getoon (p=0.000) op al 13 groeptellings van die SPSC by
leerders met AAHS in die Wes-Kaap, wat dui daarop dat hierdie groep aansienlik meer probleme
kenmerkend aan sensoriese verwerking toon as wat in Dunn se normale steekproef waargeneem
is. Die vergelyking met Dunn se steekproef met AAHS het in 11 van die 13 groeptellings nie
beduidende verskille getoon nie wat aandui dat leerders met AAHS in die Wes-Kaap nie veel
verskil het van Dunn se AAHS-leerders nie. Avoiding en School Factor 4 het beduidende verskille
getoon met leerders in die Wes-Kaapse groep wat meer uiterstes in gedrag getoon het ten opsigte
van sensoriese insette as dié van Dunn se groep.
Die resultate waar die ADHD Rating Scale gebruik is, was minder beduidend en daar is bevind dat
die skaal nie kon differensiëer tussen die twee tipes AAHS nie, alhoewel daar afleidings gemaak
kon word ten opsigte van die gebruik (of nie) van medikasie. Daar was 'n beduidende verskil
(p < 0.01) in die onoplettende, hiperaktief-impulsiwiteit en totale tellings van die ADHD Rating
Scale-IV met leerders nie op medikasie nie, wat 'n hoër frekwensie van AAHS-gedrag getoon het.
Slot
Daar is bevind dat Dunn se SPSC 'n goeie maatstaf is om die sensoriese verwerkingsprobleme
van leerders met AAHS te assesseer. Die ADHD Rating Scale-IV aan die ander kant kon nie die
leerders in die verskillende subtipes klassifiseer nie en kan dus nie gebruik word wanneer die
leerders reeds medikasie gebruik nie. Verdere ondersoek word aanbeveel in ’n poging om 'n skakel
te kry tussen die verskillende subtipes AAHS en die plasing van leerders op die verskillende
kwadrante van Dunn se SPSC sowel as die School Factors- en Sensory Section-tellings.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/17923 |
| Date | 12 1900 |
| Creators | Cook, Ray Anne |
| Contributors | Smit, Neeltje, Lombard, Agnita, Stellenbosch University. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Occupational Therapy. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 103 p. |
| Rights | Stellenbosch University |
Page generated in 0.0024 seconds