Tag Archives: Brain Injury

Journal of Head Trauma Rehabilitation Abstract May/June 2015 Publication!

Journal of Head Trauma Rehabilitation
doi: 10.1097/HTR.0000000000000150
Original Articles: Abstracts

North American Brain Injury Societys 12th Annual Conference on Brain Injury

Silver, Jonathan MD; Ziejewski, Mariusz PhD


0018 A Case Study on the Relationship Between Sensory Processing Skills and Academic Achievement in a 14 year old Female With Electrical Status Epilepticus During Sleep (ESES)

Category: Neurorehabilitation- Case report/Clinical Research

Author’s preference: Oral

Dechantal Montano, Sara Naegele

ESNP Educational Consulting, Brooklyn, NY, USA


This case study shows a relationship between increased sensory processing skills and academic achievement for a 14-year-old female with infantile stroke and electrical status epilepticus of sleep (ESES) among other disorders. The objective of this study was to determine the relationship between an increase in sensory processing alertness/engagement and academic achievement for a student with ESES.


An independent psychoeducational evaluation, modified Brigance Testing, and 7-sense diet tracking were used to gather baseline data. Diet measured levels of engagement (LoE) and alertness (LoA) on a 5 point scale. Modified 7- sense sensory diets were implemented up to 6 times a day in the first 4 months lasting for 15-30 minutes, and up to 3 times a day for the last 8 months. The academic program was two to three formal 30-minute individual, or small group, periods, and two formal 30-minute whole group periods for 12 months. A direct instruction model was used. Post-test academic and sensory processing achievement was measured one year after baseline was determined.


At baseline, the student presented with sn aversion to the diet protocol (0% for both LoE and LoA). The student tested at the pre-kindergarten level for word recognition and computation and kindergarten level for rote counting. For post-testing the student had to be alert 86.7% at level 3 (calm, neutral/neutral/awake) and 13.3% at level 2 (sleepy, intentional eye-closure) and engaged 68.3% at level 4 (engaged for 75% of the activity), 26.7% at level 3 (engaged for 50% of the activity) and 5% at a level 2 (engaged for 25% of the activity). Modified Brigance-Testing had her at 3rd grade on word recognition and computation (addition, subtraction, multiplication and division).


This case study shows positive correlation between increased sensory processing alertness/engagement and academic achievement when sensory diets are administered. Increased sensory processing alertness/engagement plays a part in increasing academic achievement in children with ESES. Please note that additional therapies were performed throughout the student’s day and may have played a role in her overall increase in academic achievement. Further work on the efficacy of sensory processing skills needs to be studied within a clinical based setting to determine if the benefits are generalized to other children within this population, as well as to other populations.