O processamento sensorial e a sua relação com o desempenho escolar

Helena Reis; Andreia Simão  Henriques; Cláudia Sofia Góis  Ribeiro Silva

doi:10.21814/rpe.20764

Authors

Helena Reis Politecnico de Leiria
Andreia Simão Henriques Escola Superior de Saúde do Alcoitão, Portugal.
Cláudia Sofia Góis Ribeiro Silva Escola Superior de Saúde do Alcoitão, Portugal

DOI:

https://doi.org/10.21814/rpe.20764

Keywords:

Sensory processing, School performance, Children

Abstract

The study aims to verify if there is a relationship between sensory processing and school performance. A sample of 47 subjects attending the 2^nd year of the 1^st Cycle of Basic Education was constituted. The Sensory Processing Measure (SPM)– Home Form and Main Classroom Form, and the Battery of Aptitudes for School Learning (BASL) were applied, relating them to school grades. More issues were observed in “Planning and Ideas” in the classroom context than at home. Results on BASL were higher, compared to the reference values. There is a significant negative correlation, for p < 0.05, between the SPM – Classroom Form “Vision” and the BASL “Quantitative Concepts” (R_Pearson = -0.301, p = 0.039), meaning that difficulties in “Vision” subscale reflect BASL lower performances. We confirmed that there is a relationship between sensory processing and school performance, verifying that the higher the score in the described SPM dimensions, the lower the grades in the school subjects.

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References

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