Title : Relationships between sensory patterns, executive functions, and decreased time organization abilities among adults with specific learning disabilities
Abstract:
The literature describes a close relationship between cognitive executive functions and daily activity. Adults with specific learning disabilities (SLDs) (e.g., dyslexia, dysgraphia, and dyscalculia) reveal limitations in daily activity in various life domains including decreased time organization which is an important ability in a society that requires efficiency. Time organization relates to the pace and performance of daily activities during the day, as well as to the emotional responses following unsuccessful organization of time. Following previous findings regarding unique sensory patterns and decreased executive functions of adults with SLDs, as well as relationships between their sensory patterns and executive functions, this study examined the relationship between the sensory patterns, executive functions, and time organization abilities of adults with SLDs.
Participants included 55 adults with SLDs and 55 controls matched by age, gender, socioeconomic status, and education. They completed a sociodemographic questionnaire, the Adolescent/Adult Sensory Profile (AASP), the Behavioral Rating Inventory of Executive Functions (BRIEFA) and the Time Organization and Participation (TOPS) questionnaires.
Results indicated significant relationships between a specific sensory pattern entitled low registration, specific executive functions of the participants and their decreased time organization abilities. Low registration refers to a sensory pattern of a high threshold and a passive self-regulation strategy. Low registration (AASP) and task monitoring (BRIEF-A) accounted for 32.4% of the variance of the pace of organization across time (TOPS-A score). Task monitoring (BRIEF-A) accounted for 22.9% of the variance of the performance of organization across time (TOPS-B score). Emotional control (BRIEF-A) accounted for 40.3% of the variance of negative emotional responses following unsuccessful time organization (TOPS-C score). These findings add to previous findings about the relationships between unique sensory patterns and deficient executive functions of adults with SLDs and their limitations in daily activity. The results emphasize the role of sensory patterns for their daily activity and participation. They indicate a clinical need to relate to both sensory patterns and executive functions in evaluation and clinical programs that are addressed to optimize daily functioning of adults with SLDs.
Audience Take Away Notes:
- The audience will have a better understanding of sensory patterns, executive functions, and time organization abilities of adults with SLDs.
- The audience will learn about the relationship between unique sensory patterns and executive functions and the daily activity and participation of adults with SLDs.
- The audience can use this knowledge in their jobs by adding an evaluation of sensory and executive functions to their clinical work with adults with SLDs.
- This presentation may improve the accuracy of intervention programs addressed to improve daily function of adults with SLDs.
