Cross-Cultural Research
Essay Preview: Cross-Cultural Research
Report this essay
Cross-cultural research has revealed the impact of environment on childrens development (Kaniel, 1990; West & King, 1985). Generally, most cultures have their own distinctive child-rearing practices, and varying attitudes and expectations with respect to acceptable behaviors (Chen,Downing, & Peckham-Hardin, 2002; Williams &Williams, 1987). This would seem to be relevant with respect to the types of responses generated by typical children within each culture toward sensory events in their environment, especially with respect to touch in which cultural differences have been reported (Field, 2001). Thus, in order to understand the sensory responsivity patterns of typical children of different cultures, it is necessary to perform research in which these behavior patterns are assessed.
Therefore, the current paper investigated behavioral indicators of hypo- and hyperesponsive tactile and vestibular reactivity in typical Israeli preschool children, in order to investigate the following questions. First, what differences exist between 3- and 4-year-olds for such behaviors, across genders?
In addition, because typical children were the focus of this research, the question was asked how are their scores distributed on a questionnaire measuring sensory responsivity? The third question investigated in the current research was what relationship exists between hyper- and hyporesponsivity behaviors within either the tactile or the vestibular systems or both? The final question investigated was, what relationship exists between hyperresponsive behaviors, or hyporesponsive behaviors, or both, across tactile and vestibular systems?
By expanding the knowledge base in sensory modulation functioning with respect to possible developmental and gender related trends, we hope to contribute to the ability of clinicians to provide best practice for young children. Further, by assessing the sensory response patterns of typical children from a different cultural context, a wider understanding can be gained of a childs capacity to regulate and organize sensory input for efficient interaction within his or her environment.
Sensory modulation dysfunction (SMD) is a diagnostic term that refers to individuals who demonstrate exaggerated or inappropriate responses to sensory input (Bundy & Murray, 2002; Dunn, 1997; Parham & Mailloux, 1996; Royeen & Lane, 1991). Behavioral patterns demonstrated by individuals with SMD include hyperresponsivity, also referred to as “sensory defensiveness,” hyporresponsivity or “sensory dormancy” (Knickerbocker, 1980; Royeen & Lane), as well as patterns of fluctuating