Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 256

The DOI matches its Crossref record.

Improving Academic Scoresthrough Sensory Integration

Ayres, A. Jean·1972·Journal of Learning Disabilities
DOI 10.1177/002221947200500605
Open this paper in CoChat — free account

Abstract

A group of learning disabled children, matched with a control group for degree and type of sensory integratiie dysfunction, showed greater gains than the control group on academic tests after an intervention program designed to enhance sensory integration. Children with auditory-language problems but without other evident perceptual-motor involvement made significant gains, as did those with more generalized problems. The remedial program, based on understanding how the brain integrates sensations, stressed controlled vestibular and somatosensory stimulation and normalizing brain-stem sensory and motor mechanlsms. Language ws employed for communication purposes only and not as part of the remedial program.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1177/002221947200500605

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cited by

See all 256

Metadata

Authors
Ayres, A. J.
Venue
Journal of Learning Disabilities
Publisher
SAGE Publications
Published
1972-06
Volume
5
Issue
6
Pages
338-343
ISSN
  • 0022-2194 (ISSN-L)
  • 1538-4780
DOI
10.1177/002221947200500605
OpenAlex
W60514148
Cited by
256
References
0
FWCI
2.84
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Improving Academic Scoresthrough Sensory Integration. https://app.cochat.ai/papers/10.1177/002221947200500605
The paper
Ayres, A. J. (1972). Improving Academic Scoresthrough Sensory Integration. Journal of Learning Disabilities. https://doi.org/10.1177/002221947200500605

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.