20.500.12556/RUL-183000 Uporaba senzornih strategij za učenje hranjenja otrok z motnjo v duševnem razvoju – multipla študija primera Implementing sensory strategies for teaching feeding skills to children with intellectual disabilities – multiple case study Izhodišča: Težave s hranjenjem so pri otrocih z motnjo v duševnem razvoju zelo pogoste, zato je vloga delovnega terapevta, da otroku učenje hranjenja predstavi skozi igro. Namen raziskave je bil ugotoviti, ali senzorne strategije pripomorejo k boljšemu sprejemanju hrane otrok z motnjo v duševnem razvoju. Metode dela: Raziskava je bila izvedena v obliki multiple študije primera, vključenih pa je bilo pet dečkov. Podatki so bili zbrani kvalitativno s pomočjo ocenjevalnega instrumenta. Pred izvedbo terapevtskih srečanj je bilo izvedeno ocenjevanje hranjenja za otroke. S pomočjo ocene smo ugotovili, na katerih področjih hranjenja imajo največ težav. Rezultati: Ponovna ocena je pokazala izboljšanje skupnega rezultata pri vseh. Napredek je bil opažen predvsem na področjih selektivnega prehranjevanje in neželenega vedenja. Razprava: Rezultati govorijo v prid uporabe senzornih strategij pri učenju hranjenja otrok z motnjo v duševnem razvoju. Zaključek: Izvedena raziskava ima uporabno vrednost, saj predstavi konkretne strategije za učenje hranjenja otrok in ocenjevalni instrument. Introduction: Feeding difficulties are quite common in children with intellectual disabilities. Therefore, the role of occupational therapist is to teach feeding skills through play. The aim of this research is to determine whether sensory strategies contribute to better food acceptance. Methods: The research was conducted as multiple case study and it included five boys. Data were collected qualitatively using an assessment instrument. Before the therapeutic sessions were carried out, a Pediatric Eating Assessment tool was performed. Based on assessment, we determined the areas of feeding in which they had the most difficulties. Results: Postintervention assessment showed an improvement in the overall score for all participants. Progress was observed mainly in the areas Problematic Mealtime Behaviours and Selective/Restrictive Eating. Discussion: The results support the use of sensory strategies in teaching feeding skills to children with intellectual disabilities. Conclusion: The research has practical value, as it presents concrete strategies for teaching feeding skills to children as well as the assessment tool. senzorna integracija ocenjevanje hranjenja za otroke delovna terapija neželeno vedenje selektivno hranjenje sensory integration pediatric feeding assessment tool occupational therapy problematic mealtime behaviours selective eating true false true Slovenski jezik Angleški jezik Članek v reviji 2026-06-01 09:19:53 2026-06-01 09:19:55 2026-06-02 04:34:15 0000-00-00 00:00:00 2026 0 0 Str. 74-81 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 615.851.3 3024-112X 279957507 277814275 82_PDFsam_SRDT_letnik15_suplement1.pdf 82_PDFsam_SRDT_letnik15_suplement1.pdf 1 1EC2662A65BED65A2D390F37070F08AC 59f195b7273a5e0caf86a7a4c029d260d9284f986f5a29dec9c0ff6e7c80ace9 2d788838-5d8a-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=234729 https://zdts.si/index.php/dokumenti/download/20-slovenska-revija-za-delovno-terapijo/262-slovenska-revija-za-delovno-terapijo-letnik-15 1 ef95d621-5d89-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=234725 Zdravstvena fakulteta 0 0 0