Neuro‐sensori‐motor dysfunction in young children with educational and behavioural problems and controls

Abstract

The theoretical importance of neuro‐sensori‐motor areas,” particularly of the proprioceptive and vestibular systems, to optimal functioning in the classroom is outlined, together with exceptionalities where dificits have been reported. Children of normal intelligence but referred with learning and behavioural problems were assessed by a multidisciplinary team and the results of the neuro‐sensori‐motor assessment are compared with those from a control group. The children referred by medical or guidance officers had much higher deficits than the randomly sampled pre‐school children, including deficits in labyrinthine righting in 97%, occulomotor functioning in 80% and proprioception in 79%.

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