الفهرس 
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Abstract
Autism is marked impairment of development in social interaction and communication with a restrictive repertoire of activity and interest, the impairment in communication is severe and affects both verbal and non-verbal communication (American Academy of Pediatrics (AAP), 2012).Sensory integration enhance sensory processing abilities, allowing the child to be more available to acquire higher- level of skills and help in the improvement of autistic child’s developmental delays (Ersser, 2009).
A-Purpose of this study was:-
To examine the effect of a sensory integration program on the development of children with autism.
B- Hypothesis:-
Children undergoing sensory integration program will have higher cognitive, motor, language, perception, communication and sensory abilities on post-test than on pre-test.
C-Settings:
The study was conducted at Nedaa center for auditory impaired children and Gamayet Kayan for mentally retarded children in Cairo.
D-Sample:-
A convenient sample of 30 autistic children and their mothers (n=30) were selected from the previously mentioned settings. The number of children who were selected from Nedaa center for auditory impaired children was 15 (10 children had moderate autism and 5 had mild autism). The number of children who were selected from Gamayet Kayan for mentally retarded children was 15 (10 children had moderate autism and 5 had mild autism).
E- Instruments of the study:
The following instruments were utilized for data collection:- 1- Instrument one: -
Characteristics of children structured interview questionnaire: It was divided into three parts:-
Part one: - Social characteristics.
Part two: - Developmental history of the child.
Part three: - Autism characteristics.
2-Instrument Two:
Childhood Autism Rating Scale (CARS): It was developed by Eric & Robert (2005).
3- Instrument Three:
Autism social skills Profile: It was developed by El Hader (2007). 4- Instrument Four: Sensory Profile questionnaire (caregiver questionnaire): It was developed by Khouessah (2008).
5- Instrument Five:
Test of visual –auditory perception: It was developed by Rutter (2009).
6- Instrument Six: - The Assessment of Basic Language and Learning skills (ABLLS): It was developed by El Sadany (2006).
F-The main results of the study showed that:
1- The mean and standard deviation of children’s age was 6.26 ±3.53 and more than half of autistic children were males (65.7%).
2- After 3 and 6 months from sensory integration intervention, the majority of children had fewer autistic manifestations.
3- Mean minutes of sitting alone independently increased after 3 and 6 months (3.43 ±0.89 and 4.50 ±1.77 compared to 1.60 ±0.62 VS on pre intervention).
4- After 3 and 6 months of sensory integration intervention, the expressive language skills of autistic children improved.
5- After 3 and 6 months of sensory integration, the autistic children acquired more words and were able to produce sounds, repeat words, respond to calling by their name, understand vocabulary or acquire new vocabulary.
6- After 6 months from sensory integration approximately all autistic children (100.0%) had good total score of perception skills.
7- After three and six months from sensory intervention, the autistic children sensory skills improved.
8- After three and six months, the autistic children had fewer auditory troubles.
9- Approximately all autistics (93.30%) had good total score of vestibular skills after 6 months of intervention.
10- After 6 months approximately all autistic children (96.70%) had good total score of visual skills.
11- After 6 months more than three quarters of autistic children (90.0%) had good total score of motor coordination.
G-The study concluded that:
Based on the findings of the present study, the following could be concluded:
Children undergoing sensory integration program developed higher cognitive, motor, language, perception, communication and sensory abilities on post tests (after 3 and 6 months) than on pre test.
H-Based on the results of the study, it was recommended that:
Sensory integration program should be integrated as a part of pediatric nursing rehabilitation curriculum.
Written booklet about sensory integration program should be available for children with special needs to acknowledge parents about sensory integration sessions.
Sensory integration interventions should be a part of nursing care plans for children with autism at pediatric care settings.
A specialized sensory integration room should be designed and established at pediatrics department and autistics care centers. It should include semi light, bubbles column, quietness from hospital noise, audio tape and TV and soft music print color stories, comfort beds and relaxation chair.
A nurse practitioner certificate for conducting sensory integration sessions should be established in Egypt.
A specialized pediatric nurse for conducting sensory integration sessions should be available at each center for autistic children
Further research is needed to compare between the effect of sensory integration sessions and routine care that is delivered at rehabilitation centers for autism.