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Language, Speech, and Hearing Services in Schools Vol.30 393-400 October 1999.
© American Speech-Language-Hearing Association
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Is Sensory Integration Effective for Children With Language-Learning Disorders?

A Critical Review of the Evidence

Mona R. Griffer 1
1 Marywood University, Scranton, PA

griffer{at}ac.marywood.edu

Sensory integration therapy has become widely accepted as an intervention for enhancing language-learning disorders and academic difficulties in hildren. However, much controversy surrounds this approach because of the small amount of empirical evidence to support its application to this clinical population. The purpose of this article is threefold: review the relevant research pertaining to treatment efficacy studies involving sensory integration conducted over the last three decades, discuss the perspectives from which various researchers and clinicians view language disorders in children, and discuss parameters for evaluating efficacy studies and the clinical use of sensory integration, suggesting directions for future research.

KEY WORDS: sensory integration, language-learning disorders, treatment efficacy

Submitted on December 3, 1998
Accepted on June 30, 1999


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[Abstract] [Full Text] [PDF]


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