INTEGRATION TRAINING
148693265
Integration becoming business: Marketisation of integration training for immigrants
Today, education is massively affected by marketisation and the drastic demands of the global economy. Integration training for immigrants has fallen prey to that; immigrants are employed to serve market needs, which has been attributed to the creation of "integration as business" In the article, the authors examine how integration training for immigrants becomes organised within the current market oriented policies and practices; which kinds of discourses are represented and utilised through which one becomes an "integrated immigrant" and; what kinds of consequences this orientation has on the subjects involved in integration training. By bringing examples from their ethnographic data on integration training for immigrants, the authors investigate the ways in which marketisation of integration training implies and elicits certain kinds of immigrant and teacher subjectivities, and analyse the ways in which these subjectivities become produced through the plural and contingent discursive practices across different sites of integration.
Tuuli Kurki Ameera Masoud Annukka Niemi Kristiina Brunila
51627881
Sensorimotor integration training in Parkinson's disease
Objectives: To determine the effects of sensorimotor integration training on postural control in Parkinson's disease. Methods: This prospective, randomized controlled trial was conducted at Hacettepe University (Ankara, Turkey) The study was carried out from August 2012 until March 2015 and included 24 Parkinson's patients with stage 2 3 according to the Modified Hoehn&Yahr Rating Scale. The patients were divided into 2 groups (control and study) The control group received conventional physiotherapy; the study group received sensorimotor integration training combined with conventional physiotherapy, 2 times per week for 6 weeks. We assessed the patients with clinical balance tests and computerized dynamic posturography. Assessments were performed at baseline, 7 and 12 weeks follow up. Results: Computerized dynamic posturography posturography values (5th and 6th positions, composite balance, and vestibular system scores) were higher in the study group than in the control group. The improvements were maintained at the 12 week follow up except 6th positions scores (p<0.05) Conclusions: Sensorimotor integration training combined with conventional physiotherapy approach ameliorated postural control by improving vestibular system in patients with Parkinson's disease by improving sensory processes.
Neurosciences
Ayla Fil-Balkan Yeliz Salci Hilal Keklicek Kadriye Armutlu Songul Aksoy Hulya Kayihan Bulent Elibol
3763144
Electrophysiological and Behavioral Outcomes of Berard Auditory Integration Training (AIT) in Children with Autism Spectrum Disorder
Autism is a pervasive developmental disorder of childhood characterized by deficits in social interaction, language, and stereotyped behaviors along with a restricted range of interests. It is further marked by an inability to perceive and respond to social and emotional signals in a typical manner. This might due to the functional disconnectivity of networks important for specific aspects of social cognition and behavioral control resulting in deficits of sensory information integration. According to several recent theories sensory processing and integration abnormalities may play an important role in impairments of perception, cognition, and behavior in individuals with autism. Among these sensory abnormalities, auditory perception distortion may contribute to many typical symptoms of autism. The present study used Berard's technique of auditory integration training (AIT) to improve sound integration in children with autism. It also aimed to understand the abnormal neural and functional mechanisms underlying sound processing distortion in autism by incorporating behavioral, psychophysiological and neurophysiological outcomes. It was proposed that exposure to twenty 30 min AIT sessions (total 10 h of training) would result in improved behavioral evaluation scores, improve profile of cardiorespiratory activity, and positively affect both early [N1, mismatch negativity (MMN) and late (P3) components of evoked potentials in auditory oddball task. Eighteen children with autism spectrum disorder (ASD) participated in the study. A group of 16 typically developing children served as a contrast group in the auditory oddball task. Autonomic outcomes of the study reflected a linear increase of heart rate variability measures and respiration rate. Comparison of evoked potential characteristics of children with ASD versus typically developing children revealed several group difference findings, more specifically, a delayed latency of N1 to rare and frequent stimuli, larger MMN; higher P3a to frequent stimuli, and at the same time delayed latency of P3b to rare stimuli in the autism group. Post AIT changes in evoked potentials could be summarized as a decreased magnitude of N1 to rare stimuli, marginally lower negativity of MMN, and decrease of the P3a to frequent stimuli along with delayed latency and higher amplitude of the P3b to the rare stimuli. These evoked potential changes following completion of Berard AIT course are in a positive direction, making them less distinct from those recorded in age matched group of typical children, thus could be considered as changes towards normalization. Parental questionnaires clearly demonstrated improvements in behavioral symptoms such as irritability, hyperactivity, repetitive behaviors and other important behavioral domains. The results of the study propose that more controlled research is necessary to document behavioral and psychophysiological changes resulting from Berard AIT and to provide explanation of the neural mechanisms of how auditory integration training may affect behavior and psychophysiological responses of children with ASD.
Applied psychophysiology and biofeedback
Estate M Sokhadze Manuel F Casanova Allan Tasman Sally Brockett
51949579
Effect of sensory integration training on executive functions of children with attention deficit hyperactivity disorder
Aim of the study: Sensory integration is the process by which information from our senses (touch, sight, hearing, taste, smell, as well as balance) is interpreted by the brain so that we can respond appropriately to our environment. Attention deficit hyperactivity disorder (ADHD) is a complex neurological condition that is characterized by developmentally inappropriate levels of inattention, hyperactivity, and impulsive behavior. The aim of the current research was to investigate the effect of sensory integration training on executive functions of children with attention deficit hyperactivity disorder. Material and methods: In order to conduct this study, 20 students with attention deficit hyperactivity disorder were randomly selected from the elementary school student population of Isfahan, Iran, using the random cluster sampling method, and they were assigned randomly to experimental and control groups (each group consisted of 10 students) The design was experimental, and sensory integration training was performed in the experimental group. The research instruments were Conner's Rating Scale (teacher and parent forms) and Conner's Neuropsychology Test. Data were analyzed by multivariate covariance analysis of variance. Results: The results indicated that sensory integration can improve executive functions of students with ADHD. Conclusions: Thus, it can be concluded that sensory integration training affects children's executive functions. We suggest that this method can be used in rehabilitation and education of children with attention deficit hyperactivity disorder and it can be recommended to therapists and trainers.
Salar Faramarzi Shirin Arjmandi Rad Ahmad Abedi
17929542
Impact of sensory integration training on balance among stroke patients: sensory integration training on balance among stroke patients
Abstract This study attempts to investigate the impact that the sensory integration training has on the recovery of balance among patients with stroke by examining the muscle activity and limit of stability (LOS) A total of 28 subjects participated. The subjects were randomly allocated by the computer program to one of two groups: control (CON) group (n=15) sensory integration training (SIT) group (n=13) The research subjects received intervention five days a week for a total of four weeks. The CON group additionally received 30 minute general balance training, while the SIT group additionally received 30 minute sensory integration training. In the muscle activity, the improvement of Erector spinae (ES) and Gluteus medius (GM) was more significant in the SIT group than in the CON group. In the LOS, the improvement of affected side and forward side was significantly higher in the SIT group compared to the CON group. Sensory integration training can improve balance ability of patients with stroke by increasing muscle activity of stance limb muscles such as GM and trunk extensor such as ES along with enhancement of the limit of stability.
Open medicine
Sang-hun Jang Jung-ho Lee
2764100
Robot assisted vs. sensory integration training in treating gait and balance dysfunctions in patients with multiple sclerosis: a randomized controlled trial
Background: Extensive research on both healthy subjects and patients with central nervous damage has elucidated a crucial role of postural adjustment reactions and central sensory integration processes in generating and "shaping" locomotor function, respectively. Whether robotic assisted gait devices might improve these functions in Multiple sclerosis (MS) patients is not fully investigated in literature. Purpose: The aim of this study was to compare the effectiveness of end effector robot assisted gait training (RAGT) and sensory integration balance training (SIBT) in improving walking and balance performance in patients with MS. Methods: Twenty two patients with MS (EDSS: 1.5 6.5) were randomly assigned to two groups. The RAGT group (n 12) underwent end effector system training. The SIBT group (n 10) underwent specific balance exercises. Each patient received twelve 50 min treatment sessions (2 days/week) A blinded rater evaluated patients before and after treatment as well as 1 month post treatment. Primary outcomes were walking speed and Berg Balance Scale. Secondary outcomes were the Activities specific Balance Confidence Scale, Sensory Organization Balance Test, Stabilometric Assessment, Fatigue Severity Scale, cadence, step length, single and double support time, Multiple Sclerosis Quality of Life 54. Results: Between groups comparisons showed no significant differences on primary and secondary outcome measures over time. Within group comparisons showed significant improvements in both groups on the Berg Balance Scale (P 0.001) Changes approaching significance were found on gait speed (P 0.07) only in the RAGT group. Significant changes in balance task related domains during standing and walking conditions were found in the SIBT group. Conclusion: Balance disorders in patients with MS may be ameliorated by RAGT and by SIBT.
Front. Hum. Neurosci.
Marialuisa Gandolfi Christian Geroin Alessandro Picelli Daniele Munari Andreas Waldner Stefano Tamburin Fabio Marchioretto Nicola Smania
53599849
Berard Auditory Integration Training: Behavior Changes Related to Sensory Modulation
OBJECTIV E: The purpose of this study was to determine if behaviors specifically related to sensory modulation showed positive changes following 10 days of Berard auditory integration training (AIT) METHOD: Cases of 54 children with disabilities (34 with autism) ages 3 10 years, who received Berard AIT, were reviewed. Children received 30 minutes of training twice a day, separated by a minimum of three hours, for 10 consecutive days. Data were collected within one week before intervention and at one, three, and six months post intervention. RESULTS: Analysis of variance (ANOVA) indicated that Short Sensory Profile (SSP) total test scores and individual factor sections improved from pretest to post test (P 0.01) Behavioral problems reduced on all five factors of the Aberrant Behavior Checklist (ABC) P 0.01) Most changes occurred within one month of intervention and maintained at three and six months. Correlations among the ABC and SSP factors indicate that sensory modulation as measured by the SSP is a significant contributor to four of the behavioral factors measured by the ABC. CONCLUSIONS: Although causality cannot be determined using this study design, scores on the SSP and ABC improved in a group of children who received Berard AIT.
Nancy Lawton-Shirley Judith Giencke Kimball
145278456
THE EFFECTS OF APPLYING GAME BASED LEARNING TO WEBCAM MOTION SENSOR GAMES FOR AUTISTIC STUDENTS' SENSORY INTEGRATION TRAINING
This study aims to explore the effects of applying game based learning to webcam motion sensor games for autistic students' sensory integration training for autistic students. The research participants were three autistic students aged from six to ten. Webcam camera as the research tool wad connected internet games to engage in motion sensor games. Through the motion sensor games, the researchers were able to collect data from physiological monitoring, observation (including sensory integration observation and process observation) and interviews. The findings of the study reveal that: (1) the teacher and the participants possess positive attitude toward applying webcam motion sensor games to sensory integration training; (2) Webcam motion sensor games can enhance autistic students' learning interest; and (3) applying the game based learning to webcam motion sensor games can improve the effect of autistic students' muscle training and endurance. 1. RESEARCH MOTIVES AND PURPOSES According to the Ministry of Interior (2011) the census data on the numbers of physical or mentally disabled people show that there were 11,211 autistic patients in Taiwan, and the autism was in second place (4,118 people) among 6 to 11 year old students with physical and mental disabilities. Since autistic patients have difficulty in interpersonal interaction, some people call them "star students." Up to date, there is no single method that can fully cure autistic students. In traditional training methods, many game methods are carried out by teachers in individual instruction, learners still cannot actively participate in learning, resulting in shortened learning time, lowered learning intentions, insufficient training obtained by learners, and poor levels of accommodation. Also, current developed methods include drugs, educational therapy, art therapy, and associated new supportive methods of treatments. Among them, the sensory integration training is a very important method of learning in educational therapy. Yu (2006) proposed that the sensory integration training can make up for the shortcomings of brain function, enhance the coordination between senses and perceptions, improve the physical growth and development, and establish the foundation for abilities needed in later social life, which allows autistic patients to exercise and engage in limb training, elicit vestibular sensation, tactile senses, and stimulation to the individual, achieving the purpose of coordinated development of feelings and perceptions. Additionally, recent development in advanced technology has led information technology to produce support systems, so that training methods have become more diverse. Also, rapid development in human machine interfaces has produced many new products, such as touchscreens, voice controlled systems, eyeball tracking systems, and so on. Among them, the motion sensor games, such as wii and kinect have also been developed to make human machine interfaces highly popular. The concept of game based learning has constantly been
Kun-Hsien Li Shi-Jer Lou Huei-Yin Tsai Ru-Chu Shih
154698959
A SNAPSHOT OF TECHNOLOGY INTEGRATION TRAINING IN TEACHER EDUCATION PROGRAMS
Background and purpose There is not a consensus on how teacher candi dates in teacher training programs are prepared to teach with technology. While the National Association of State Boards of Education (2012) held that the training of teachers "too often has not kept pace with advances in technology or new ways of learning" and that educators were not being prepared to use technology effectively in classroom, the American Association of Colleges for Teacher Education (2013) indi cated that almost all of the teacher candidates are well prepared to integrate techno logy into their instruction. Aim and method. This study took a snapshot of 83 teacher training programs in two states: Illinois and Nebraska to identify how their teacher training programs prepared their candidates to teach with technology.
Phu Hoang Vu Peter J Fadde
205170760
Auditory integration training and other sound therapies for autism spectrum disorders (ASD)
BACKGROUND Auditory integration therapy was developed as a technique for improving abnormal sound sensitivity in individuals with behavioural disorders including autism spectrum disorders. Other sound therapies bearing similarities to auditory integration therapy include the Tomatis Method and Samonas Sound Therapy. OBJECTIVES To determine the effectiveness of auditory integration therapy or other methods of sound therapy in individuals with autism spectrum disorders. SEARCH METHODS For this update, we searched the following databases in September 2010: CENTRAL (2010, Issue 2) MEDLINE (1950 to September week 2, 2010) EMBASE (1980 to Week 38, 2010) CINAHL (1937 to current) PsycINFO (1887 to current) ERIC (1966 to current) LILACS (September 2010) and the reference lists of published papers. One new study was found for inclusion. SELECTION CRITERIA Randomised controlled trials involving adults or children with autism spectrum disorders. Treatment was auditory integration therapy or other sound therapies involving listening to music modified by filtering and modulation. Control groups could involve no treatment, a waiting list, usual therapy or a placebo equivalent. The outcomes were changes in core and associated features of autism spectrum disorders, auditory processing, quality of life and adverse events. DATA COLLECTION AND ANALYSIS Two independent review authors performed data extraction. All outcome data in the included papers were continuous. We calculated point estimates and standard errors from t test scores and post intervention means. Meta analysis was inappropriate for the available data. MAIN RESULTS We identified six randomised comtrolled trials of auditory integration therapy and one of Tomatis therapy, involving a total of 182 individuals aged three to 39 years. Two were cross over trials. Five trials had fewer than 20 participants. Allocation concealment was inadequate for all studies. Twenty different outcome measures were used and only two outcomes were used by three or more studies. Meta analysis was not possible due to very high heterogeneity or the presentation of data in unusable forms. Three studies (Bettison 1996; Zollweg 1997; Mudford 2000) did not demonstrate any benefit of auditory integration therapy over control conditions. Three studies (Veale 1993; Rimland 1995; Edelson 1999) reported improvements at three months for the auditory integration therapy group based on the Aberrant Behaviour Checklist, but they used a total score rather than subgroup scores, which is of questionable validity, and Veale's results did not reach statistical significance. Rimland 1995 also reported improvements at three months in the auditory integration therapy group for the Aberrant Behaviour Checklist subgroup scores. The study addressing Tomatis therapy (Corbett 2008) described an improvement in language with no difference between treatment and control conditions and did not report on the behavioural outcomes that were used in the auditory integration therapy trials. AUTHORS' CONCLUSIONS There is no evidence that auditory integration therapy or other sound therapies are effective as treatments for autism spectrum disorders. As synthesis of existing data has been limited by the disparate outcome measures used between studies, there is not sufficient evidence to prove that this treatment is not effective. However, of the seven studies including 182 participants that have been reported to date, only two (with an author in common) involving a total of 35 participants, report statistically significant improvements in the auditory intergration therapy group and for only two outcome measures (Aberrant Behaviour Checklist and Fisher's Auditory Problems Checklist) As such, there is no evidence to support the use of auditory integration therapy at this time.
The Cochrane database of systematic reviews
Yashwant Sinha Natalie Silove Andrew Hayen Katrina Williams