RESUMO
Objective: To explore the effects of sensory integration training on the behaviors and cognition in children with attention deficit hyperactivity sorder (ADHD) . Methods: Fifty-two children with ADHD (experimental group) were undergone sensory integration training for 60 times and their behaviors were evaluated with the Corners Parents Symptom Questionnaire (PSQ), and the cognition function was determined with the Combined Raven's Test (CRT) and Wisconsin Card Sorting Test (WCST) before and after the training. Another 52 healthy volunteers were recruited as controls and given the corresponding tests described above for comparison of the results. Results: The scores of conduct disorder, compulsion, hyperactivity and hyperactivity index in children with ADHD were decreased significantly than those of controls after training [(0.60 ± 0. 34) vs. (0.68 ± 0.35), (0.92±0.57) vs. (1.25±0.70), (0.82±0.29) vs. (1.08±0.44); P<0.05] .Inaddition, the improvement was found in IQ, categories control, and conceptive level as compared with that before the training [such as IQ, (105. 37 ±22.76) vs. (97. 37 ±24.15); P<0.001], whereas the scores of response error, response error percentage, first category and persistent errors were decreased after the training [such as response error, (39.40 ± 22.22) vs. (46.60 ±23.44), P<0.001] . For the experimental subjects, the scores in the first response number and the persistent errors percentage right after the training were higher compared with the controls [(12.03 ±5.08) vs. (10.65±0.84), (50.75 ±18.35) vs. (39.95 ± 15. 34); Ps<0.05] .Conclusion: The sensory integration training can improve the behaviors and cognition in children with ADHD, but it produces fewer effects on some of the executive functions despite clinical symptom relief to a certain extent.