The purpose of this study was to identify the relationship between thetypical movements and sensory disorders for children with autism and toidentify the psychological profile form of sensory disorders, and the psychologicalprofile form of the typical movements for children with autism. Thestudy sample consisted of (30) autism children within the range of (6- 10)years chosen from the autism program at the institute of intellectual educationof the general directorate for education in Al- Ahsa province in SaudiArabia. A measure of stereotypical movements, and sensory profile scale(Dunn, 1999) were used and applied to autism children. The results showedthat there was variation in the form of psychological profile of sensory disorders,and oral disorders among the study sample more than other disorders,followed by auditory disorders and then multiple disorders, vestibulardisorders, tactile disorders, and visual disorders. Stereotyped movement ofparties in autism children spread more than stereotyped movements of thebody.There is also a positive statistically significant correlation between thetotal score of stereotype movements scale and the total score of sensory disordersscale, The stereotypes movements of the parties were associated morestrongly with sensory disorders, because the stereotypical movements of theparties got the highest degree of correlation between them and the audio disorders,followed by oral disorders then multi-disorders, vestibular disorders,tactile disorders then visual disorders. While the stereotypical movements ofthe body were not associated with visual disorders, touch disorders, multidisorders.This suggests that the movements of the parties were affected bysensory disorders more than movements of the body
Al Kwaiti, Amien Ali; Al Hauamdeh, Khawlah Ahmed; and Al Khamisi, Al-syd Saad
"The Relation between Patterned Movements and Sensory Disorders among Children with Autism in Saudi Arabia,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 1:
3, Article 8.
Available at: https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol1/iss3/8