Effect Of Audio-Visual Sensory Integration Training On Cognitive Ability Of Children With Intellectual Disabiiity

Audio visual sensory integration training refers to use audio, multimedia,computer and other special equipment prompting instructions directly on thechildren’s visual senses purposefully, the audio-visual sensory informationstimulated brain to choice the right activities and made judgment, and then to atraining to promote the body to generate adaptability reaction and complete physicalactivity. Audio visual sensory integration training is developed in cognitive gamebased on Piaget’s theory, compared with sensory integration training on children’scognitive ability is more direct, more in line with the needs of children’s cognitiondevelopment. The research major inquires into the effect of audio-visual sensoryintegration training on cognition of children with intellectual disability throughliterature review, interview, experimentation and statistics, screening14mildlymental retarded children from Yang Fan school Yangpu District of Shanghai withpre-experimental test, and randomly divided into audio-visual sensory integrationgroup and sensory integration training group, and analysis cognitive competencechange of the tow groups to draw a conclusion after one year’s training. Thefollowing specific research:Subject Investigated: The effect of audio-visual sensory integration training ondeveloping cognitive competence of children with intellectual disabilityResearch methods:1. Literature review. Chinese How Net literature retrieval results associated with"sensory integration training/treatment" of article530,"the sensory integrationtraining, mental retardation" on the13article,"feel the integration training,cognitive psychology"6articles about.2. Interview. Before the experiment of sensory integration training experts visitedShanghai Yangpu District special education school, sunshine home andcommunity-based rehabilitation institutions, mainly around the sensory integrationtraining carried out interviews and consultation, and to grasp the training content,the new method.3. Experimentation. The experimental subjects were randomly divided intoaudio-visual sensory integration training group (experimental group) and sensoryintegration training group (control group), and participated in a one-year training,through the comparison of the two groups before and after the training of childrenwas obtained by analyzing the experimental results.4. Statistics. By using the software of SPSS T inspection of the measured dataanalysis and contrast before and after the training data differenceThe research results:1. No significant affect the change and development of audio-visual sensoryintegration training on children with mental retardation of body shape andphysiological function.2. The experimental group was higher than control group focused attention abilitydistribution on10bit digital attention ability and tracking of the5curves, the audio-visual sensory integration training can improve the ability of care forchildren with mental retardation.3. Short term memory capacity of the experiment group and the control group of10bit digital memory and image orientation has a significant increase, theaudio-visual sensory integration training can improve the ability of mentalretardation children short-term memory of simple symbols.4. The experimental group was higher than control group on the image rightreaction ability of discrimination and the picture, but no significant difference inreaction time increased; the visual sensory integration training can improve thereaction ability of children with mental retardation, reaction time improvementmay need more long training cycle can be significantly improved.5. The experimental group was higher than the control group on the "on" positiondiscrimination, while the "left" direction discrimination ability improvement ofno significant difference, suggest that orientation discrimination abilities ofchildren audio-visual sensory integration training on mental retardation hadcertain promoting effect.