Effects of using weighted vest on attention and motor skills of 7-11year old children with learning disorders

Minoo Kalantari, Zahra Mohammadjani, Zahra Pashazadeh Azar, Seyed-Mahdi Tabatabaeei

Abstract


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Background and Aim: learning disorders is one of the most common disorders in school children. These children usually have problems in various areas such as attention and motor skills, cognition. The purpose of this study was to investigate the effects of weighted vest on continuous attention (by using continuous performance test) and motor skills (by using Bruininks osetotsky motor Proficiency Test) in children with Learning Disabilities (LD).

 

Materials and Method: A quasi experimental method was designed for the study. A sample of 16 children with L.D were selected and observed during 3stages.During stage 1 and 3 the participants received 12 school-based occupational therapy (OT) sessions. During phase 2, participants received occupational therapy sessions and wore a weighted vest (OT/WV) during sessions. Finally, the data were compared with each other.

 

Results: this study demonstrated:

-Significant differences between attention scores during stage 2were indicated) p= 0,001 t=6, 443(

-Significant differences between motor skills scores during stage 2were indicated (t=- 11,212, p=0,001).

No significant differences between attention and motor skills scores during phases 1 and 3 results were indicated.

 

Conclusion: This study provides evidence that use of weighted vests for students with LD may increase continuous attention and improve motor skills. All children benefited from the weighted vests; the effects were strong and consistent. Weighted vest may be a component of intervention for children with LD, and the results do not support the use of weighted vests in isolation to improve continuous attention or motor skills.

 

Key words: learning disability, weighted vest; attention; motor skills, occupational therapy


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DOI: https://doi.org/10.22037/r.m.v2i3.5695

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