الفهرس 
Assessment of sensory integrative function of elementary school children
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Abstract
Background: Sensory integrative function may be affected in typically developed elementary school children which affect their learning process, relations with their peers, social interactions, and their behaviors. Purpose: This study was conducted to assess sensory integrative function in elementary school children in Egypt. Subjects and methods: Five hundred and twenty-three elementary school children without any neurological or developmental problems, aged from 5 to 10 years of both sexes were participated in this study. They were selected from different elementary schools in Giza, Egypt. Sensory integrative function was assessed by sensory profile care giver questionnaire. Results: The results of this study revealed that 32.1% to 80.3% of children were in the typical performance range, 1.9% to 42.4% of children were in the more than others definite difference range, 5.5% to 32.5% of children were to be found in more than others probable difference range, 0% to 36.3% of children fell in the less than probable difference range. While less than others definite difference was presented only as 0.2% in modulation of movement affecting activity level and 0.4% in avoiding. There was a significant decrease in all items of sensory integrative function of the study sample compared with that of the national sample of typical American children except visual processing which was significantly higher in the study sample (p < 0.001). Conclusion: Despite there was a statistically significant decrease in all sections of the sensory profile except visual processing section which was significantly higher, but there is no clinical significance of sensory integrative dysfunction in the elementary school children in Egypt