| Abstract | Cilj ovog istraživanja bio je izraditi i provesti Individualizirani program poticanja senzorne integracije na ciljanim osjetnim područjima za dijete s neurorizikom, stvoriti senzorno integrativno okruženje u obitelji gdje se program i provodio te educirati roditelje o mogućim načinima poticanja senzorne integracije kod djeteta s neurorizikom u svakodnevnim aktivnostima. Kvalitativni dio istraživanja proveden je kroz metodu analize video zapisa i dnevnik praćenja majke. Bilježen je napredak djeteta na područjima u kojima su uočljive teškoće senzorne registracije i modulacije podražaja - taktilno, vestibularno, proprioceptivno osjetno područje. Izrada i evaluacija programa napravljena je na temelju Sustava za procjenu disfunkcije senzorne integracije (Viola, 2002., prijevod i adaptacija Fulgosi-Masnjak, R., Osmaničević, L. i Lang, M., 2004). Kvantitativnom analizom podataka potvrđena je postavljena hipoteza; Individualizirani program poticanja senzorne integracije utjecao je na poboljšanje osjetne obrade na ciljanim osjetnim područjima. Dobiveni rezultati ukazuju na napredak u osjetnoj obradi i smanjenju učestalosti neprilagođenog ponašanja kod dječaka s neurorizikom. Iskazano je i zadovoljstvo roditelja koji su bili aktivno uključeni i poučeni kako provoditi edukacijsko-rehabilitacijski program poticanja utemeljen u svakodnevnim aktivnostima u kontekstu roditeljskog doma. Na temelju dobivenih nalaza istraživanja proizlaze preporuke za poboljšanje kvalitete primjene individualiziranog programa poticanja senzorne integracije: od izrazite važnosti je uključenost roditelja u provedbu IPPSI-a jer (a) roditelji više razumiju svrhu provođenja ovakve vrste programa, (b) slušajući savjete stručnjaka i inkorporiranjem jednostavnih senzornih aktivnosti u obiteljsku rutinu prodonose boljoj senzornoj integaciji čije će efekti biti vidljivi na njima nesumnjivo očitijim razvojnim područjima; učenja, pažnje, koncentracije i samoorganizacije, (c) upute stručnjaka stoga moraju biti jednostavne i primjenjive, (d) kontinuirano izlaganje poticajnom okruženju u obiteljskom domu je ključ napretka za razliku od poticanja senzorne integracije na tjednoj bazi u zasebnoj ustanovi. |
| Abstract (english) | The main goal of this research was to create and implement individualized program for stimulating sensory integration on aimed sensory areas, create sensory integrative environment in the family and educate parents about various possibilities of stimulating sensory integration in everyday activities. Qualitative data was conducted through method known as analysis of video records and qualitiative analysis of mother's diary that she wrote during the programme. Progress in each sensory area, where difficulties of sensory registration and modulation were noticed, reascher noted as wll as the mother of the child in her diary. The programme and the evaluation of the programme was based on the System for assasment of sensory integration dysfunction, Viola, 2002., (translationa and adaptation Fulgosi-Masnjak, R., Osmaničević, L. i Lang, M., 2004). Reascher hypothesized that individualized programm for stimulating sensory integration will positively affect on sensory processing in aimed areas. That hypothesis was confirmed. Results that are collected during the programme are showing progress in sensory procesing in tactile, vestibular and proprioceptive sense as well as decrease in frequency of maladaptive behaviour in child with neural risk. Parents, who were acitvely included in programe and were taught how to implement that specific program in daily life, have shown great pleasure with the programe and its efficiency. Recomendations for improvement to future individualized programs for stimulating sensory integration are: it is outstandingly important to acitvely envolve parents in the programe because (a) parents understand the purpose of the programe more, (b) following the advices and incorporating simple sensory activities in daily life they will improve child's sensory integration, whose effects will later on be seen in areas that are more visible for parents, such as: learning abilities, attention, contrecation and selforganization, (c) instruction given by the expert therefore must be simple and applicable, (d) beeing constantly exposed to the environment that is stimulating, and that environment is child's own home, not an unfamiliar institution is a key to success. |
