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Abstract

This study aimed to examine the effect of sensory integration therapy in
improving the writing skills of children with special needs at the N-Ergy Psychology Center.
A qualitative experimental method was adopted, specifically a Single Subject Research (SSR)
design with an A-B-A' pattern. The sample consisted of 3 children subjected to psychomotor
therapy at the center. Data were collected using a tracing test, the Beery VMI, Visual
Perception and Motor Coordination subtests, as well as handwriting observation. Analysis
was conducted visually and presented in the form of tables and graphs to reflect changes in
subjects' behavior before, during, and after the intervention. The results showed an
improvement in writing skills across all participants. Sample MAB had a mean score of 0.333
in Phase A-1, which increased to 3.692 in Phase B, and 6 in Phase A-2. The mean score of
AFR increased from 4 in Phase A-1 to 8.077 in Phase B, and further to 13.33 in Phase A-2.
SANA increased from 13 in Phase A-1 to 15.231 in Phase B, and slightly decreased to 14 in
Phase A-2. In addition to improved tracing test scores, enhancements were also observed in
the Beery VMI scores, Visual Perception and Motor Coordination subtests, as well as
handwriting quality. These results suggest that sensory integration therapy has a positive
effect on improving the writing skills of children with special needs. Therapy can be
effectively implemented in individualized settings in therapy institutions by providing
appropriate sensory stimulation and engaging parents actively to achieve optimal outcomes.

Keywords

children with special needs sensory integration therapy single subject research writing skills

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