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Our study aimed at the reliability and validity of the Persian version of the Adolescent/Adult Sensory Profile (AASP). This study was conducted on 130 people with dementia as well as 77 healthy elderlies. After translating the AASP into Persian, its content validity was determined based on 9 experts working in the same field. Cronbach's alpha and the Intraclass correlation coefficient (ICC) were calculated to assess the internal consistency and test-retest reliability of the Persian version of AASP. The two groups of people with dementia and healthy elderlies were compared in terms of scores in the four quadrants by performing an Independent t-test. All items in the Content Validity Ratio (CVR) and Content Validity Index (CVI) received an acceptable score. The Cronbach's alpha score for different parts of AASP was also calculated (α between 0.894 and 0.916; p < 0.001). The test-retest reliability of sub-tests of AASP was excellent (ICC between 0.885 and 0.948; p < 0.001). There was a statistically significant difference between the healthy Elderlies and dementia persons for low registration, sensory avoiding quadrants (p < 0.05). The Persian version of the AASP questionnaire is a reliable and valid questionnaire for people with dementia in Iran.

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OBJECTIVES: Sensory processing and sleep quality affect children's academic performance and their quality of life. This study aimed to investigate the relationship between sensory processing patterns and sleep quality in primary school children. MATERIALS & METHODS: In this cross-sectional study, 231 primary school students aged 7 to 12 years old (133 girls and 98 boys, the mean age of 8.68±1.51) who were studying in schools in Tehran were randomly selected through cluster sampling. The researchers distributed a questionnaire on children's sleep habits to assess the quality of sleep and a sensory profile questionnaire to assess the sensory processing patterns (avoidance, sensitivity, seeking, and registration) among the students. RESULTS: In this study, we found a meaningful moderate relationship between sensory processing patterns and overall scores of sleep habits (p <0.001). Moreover, each of the sensory processing patterns had a negative relationship with areas of sleep habits (p = 0.005). There was also a significant difference between children who had more challenges with sleep maintenance and children with normal sleep patterns in sensory processing; mean differences were significant in all the four sensory quadrants (registration, seeking, sensitivity, and avoiding) (p <0.001). CONCLUSION: The sensory processing patterns are moderately correlated with sleep habits in primary school children. Occupational therapists and other specialists working in the field of children's sleep should consider the relationship between sensory challenges and sleep habits while making decisions about sensory challenges and sleep problems. Better sleep may occur with attention to sensory needs in sleep routines. Better sleep may lead to improved quality of life in families and enhanced student performance at school.

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OBJECTIVES: We investigated the effects of a manualized Contextual Intervention adapted for Autism Spectrum Disorders (CI-ASD), and essential elements of the intervention in promoting children's participation and mothers' parenting self-efficacy. MATERIALS & METHODS: In this randomized controlled trial, conducted in Tehran, Iran in 2017, participants (36 parents of children with ASD) were randomly assigned to wait-list control or intervention groups. The intervention comprised contextually reflective occupational therapy combines 3 elements: sensory processing patterns, coaching, and social support. We provided the program to promote child's participation and parent's efficiency. During phase 1, the participants in the intervention group received CI-ASD as long as Treatment As Usual (TAU) and during phase 2 they received TAU only. We completed the outcome measures at three-time points (pre-intervention, post-intervention, and follow-up). We conducted semi-structured interviews post-intervention to explore acceptability of intervention and participants' experiences of CI-ASD. RESULTS: CI-ASD can produce meaningful effects in eliminating sensory issues, promoting child participation and parenting efficiency in ASD families, compared to TAU. Parents reported high levels of acceptance and also confirmed the family's achievements. CONCLUSION: These gains suggest CI-ASD as an effective intervention for children who have ASD and their families, but further studies are needed to declare and generalize the findings over time. Estimated effect sizes were in the large and medium ranges and favored the intervention group.

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AIMS AND OBJECTIVES: This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly. METHODS: In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT. RESULTS: Implicit motor learning occurred in both children with ASD (p=.02) and typical children (p=.01). There were no significant differences between groups (p=.39). However, explicit motor learning was only observed in typical children (p=.01) not children with ASD (p=.40). There was a significant difference between groups for explicit learning (p=.01). DISCUSSION: The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.

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