Combining information from the senses
Research type
Research Study
Full title
The relationship between multisensory integration processing patterns and dyslexia: an approach based on sensory integration theory
IRAS ID
209378
Contact name
Roderick I. Nicolson
Contact email
Sponsor organisation
The University of Sheffield
Clinicaltrials.gov Identifier
Ethical approval by University committee , 007264; Certificate of Insurances (non clinical trial) , NCT 15/54
Duration of Study in the UK
0 years, 6 months, 2 days
Research summary
Dyslexia is a highly prevalent neurodevelopmental disorder with primary symptom of impaired literacy acquisition, but there is a high overlap (comorbidity) between dyslexia and other developmental disorders, including ADHD, Specific Language Impairment and Developmental Coordination Disorder. Furthermore, many dyslexic children also show secondary symptoms of poor balance, coordination and automatisation of skills. Additionally having high 'comorbidity' and sensory processing issues.
The present study investigates the under-researched but potentially fruitful issue of the relationship between sensory processing patterns and the performance of children with developmental disabilities on cognitive and motor tasks. The study focuses on children between 8 and 12 years old separated in three groups, a group with Additional Learning Needs, a group with developmental coordination disorders, and a control group of children with typical development.
Three sets of instruments will be administered: the Child Sensory Profile 2 questionnaire for parents, which evaluates a child’s sensory processing patterns in their daily routine; the Dyslexia Screening Test – Junior (DST-J), which provides a profile of abilities on sensory, motor, cognitive and literacy tasks; and a multisensory vision-audition-cognition task, designed in-house. Together these deliver a comprehensive profile of abilities on sensori-motor-cognitive performance.
The first aim of this study will be to establish if there is a relationship between the sensori-cognitive-motor performance of children and their sensory processing integration abilities. The second aim is to establish whether the children with learning difficulties, or subsets thereof, show impairments sensory integration. This could inform theories of developmental disorders and should lead to future opportunities for evidence-based interventions.REC name
Yorkshire & The Humber - South Yorkshire Research Ethics Committee
REC reference
16/YH/0362
Date of REC Opinion
7 Sep 2016
REC opinion
Unfavourable Opinion