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The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years

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Title: The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years
Language: English
Authors: Erzsébet Stephens-Sarlós (ORCID 0000-0001-7723-0128), Patrick Stephens (ORCID 0009-0007-9211-0512), Attila Szabo (ORCID 0000-0003-2788-4304)
Source: Child & Youth Care Forum. 2025 54(2):323-352.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Sensory Training, Sensory Integration, Psychomotor Skills, Intervention, Outcomes of Treatment, Program Development, Auditory Perception, Visual Perception, Kindergarten, Elementary School Students, Comparative Analysis, Skill Development
DOI: 10.1007/s10566-024-09818-4
ISSN: 1053-1890
1573-3319
Abstract: Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the "Sensorimotor Training Program" (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5-8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p < 0.001, effect size (d) = 0.483; auditory skills r = 0.605 p < 0.001, d = 0.366; visual skills r = 0.542, p < 0.001, d = 0.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5-8. These intervention-based improvements are above and beyond biological maturation.
Abstractor: As Provided
Notes: https://doi.org/10.17632/pg7y56tyn5
Entry Date: 2025
Accession Number: EJ1463058
Database: ERIC
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  Value: &lt;anid&gt;AN0183813891;5jr01apr.25;2025Mar20.05:39;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0183813891-1&quot;&gt;The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5–8 Years&#160;&lt;/title&gt; &lt;p&gt;Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the &quot;Sensorimotor Training Program&quot; (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5–8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p &amp;lt;.001, effect size (d) =.483; auditory skills r =.605 p &amp;lt;.001, d =.366; visual skills r =.542, p &amp;lt;.001, d =.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5–8. These intervention-based improvements are above and beyond biological maturation.&lt;/p&gt; &lt;p&gt;Keywords: Auditory skills; Learning difficulties; Sensorimotor; Visual skills; Primitive reflexes; Psychology and Cognitive Sciences Psychology&lt;/p&gt; &lt;hd id=&quot;AN0183813891-2&quot;&gt;Introduction&lt;/hd&gt; &lt;p&gt;An increasing quantity of research supports the close relationship between sensorimotor development and learning skills (Carlson et al., [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref1&quot;&gt;12&lt;/reflink&gt;]; Khatib et al., [&lt;reflink idref=&quot;bib47&quot; id=&quot;ref2&quot;&gt;47&lt;/reflink&gt;]; McWhirter et al., [&lt;reflink idref=&quot;bib66&quot; id=&quot;ref3&quot;&gt;66&lt;/reflink&gt;]). More and more children in Hungary, Europe, and the United States face learning difficulties, attention deficits, and behavioral problems, which can significantly impact their mental health and attitude to learning (Vasileva et al., [&lt;reflink idref=&quot;bib98&quot; id=&quot;ref4&quot;&gt;98&lt;/reflink&gt;]). Good sensorimotor functioning is essential for a smooth transition into school (McPhillips et al., [&lt;reflink idref=&quot;bib63&quot; id=&quot;ref5&quot;&gt;63&lt;/reflink&gt;]; Melillo, [&lt;reflink idref=&quot;bib69&quot; id=&quot;ref6&quot;&gt;69&lt;/reflink&gt;]; Westendorp et al., [&lt;reflink idref=&quot;bib100&quot; id=&quot;ref7&quot;&gt;100&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Primitive reflexes, involuntary motor responses of the brainstem to stimuli, are closely related to sensorimotor development (Pecuch et al., [&lt;reflink idref=&quot;bib77&quot; id=&quot;ref8&quot;&gt;77&lt;/reflink&gt;]). From the age of six months, the cortex continuously inhibits these reflexes, but active primitive reflexes indicate immaturity in nervous system and sensorimotor function (Mercuri et al., [&lt;reflink idref=&quot;bib70&quot; id=&quot;ref9&quot;&gt;70&lt;/reflink&gt;]; Pecuch et al., [&lt;reflink idref=&quot;bib77&quot; id=&quot;ref10&quot;&gt;77&lt;/reflink&gt;]). Sensorimotor integration refers to the ability of the central nervous system to combine various stimuli and simultaneously translate them into motor actions (Machado et al., [&lt;reflink idref=&quot;bib59&quot; id=&quot;ref11&quot;&gt;59&lt;/reflink&gt;]). An elevated level of active reflexes can disrupt sensorimotor development, resulting in obstacles to the development of children&#39;s motor skills, social interactions, and academic performance (Pecuch et al., [&lt;reflink idref=&quot;bib77&quot; id=&quot;ref12&quot;&gt;77&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0183813891-3&quot;&gt;Research Problem&lt;/hd&gt; &lt;p&gt;Special educational needs (SEN), learning difficulties, and behavioral and integrational disorders are significant problems in educational systems worldwide (Brussino, [&lt;reflink idref=&quot;bib11&quot; id=&quot;ref13&quot;&gt;11&lt;/reflink&gt;]). Although we conducted our research in Hungary, we also reviewed background statistics from other European and overseas studies and the correlation between sensorimotor development and learning and behavior problems.&lt;/p&gt; &lt;p&gt;In Hungary, in the 2001/02 school year, 13% of schoolchildren aged between 6 and 18 had SEN or other school difficulties or learning, behavioral, and integration disorders. In the 2016/17 school year, 23% (almost one quarter) of all pupils received such ratings (Kiss, [&lt;reflink idref=&quot;bib49&quot; id=&quot;ref14&quot;&gt;49&lt;/reflink&gt;]; K&#246;nyvesi, [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref15&quot;&gt;51&lt;/reflink&gt;]; Oktat&#225;si Hivatal, [&lt;reflink idref=&quot;bib37&quot; id=&quot;ref16&quot;&gt;37&lt;/reflink&gt;]). This alarming figure, however, does not include children with &quot;minor&quot; learning difficulties or those without access to professional diagnoses (K&#246;nyvesi, [&lt;reflink idref=&quot;bib51&quot; id=&quot;ref17&quot;&gt;51&lt;/reflink&gt;]). Therefore, the statistics may underestimate the real problem. On the bright side, research into sensorimotor development is expanding in response to this national and global problem.&lt;/p&gt; &lt;p&gt;The issue is not unique to Hungary. The number of children struggling with learning difficulties, attention deficits, or behavioral problems is continually rising, as shown in studies from the USA, Germany, and the UK (CDC, [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref18&quot;&gt;14&lt;/reflink&gt;]; Ravens-Sieberer et al., [&lt;reflink idref=&quot;bib86&quot; id=&quot;ref19&quot;&gt;86&lt;/reflink&gt;]; Russell et al., [&lt;reflink idref=&quot;bib87&quot; id=&quot;ref20&quot;&gt;87&lt;/reflink&gt;]). According to the US Centers for Disease Control and Prevention (CDC, [&lt;reflink idref=&quot;bib14&quot; id=&quot;ref21&quot;&gt;14&lt;/reflink&gt;]), the prevalence of developmental disabilities such as attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), intellectual disability, or learning disability is high, with approximately 1 in 6 children in the United States having a developmental disability (CDC, [&lt;reflink idref=&quot;bib15&quot; id=&quot;ref22&quot;&gt;15&lt;/reflink&gt;]). Moreover, the prevalence of ADHD among children has increased from 6.8% in 2011 to 9.4% in 2016 (CDC, [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref23&quot;&gt;13&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;In addition, the prevalence of ASD has increased, with approximately 1 in 54 children being diagnosed with ASD in 2018 (CDC, [&lt;reflink idref=&quot;bib13&quot; id=&quot;ref24&quot;&gt;13&lt;/reflink&gt;]). For children diagnosed with ADHD, a well-designed sensorimotor training program can improve executive and motor function in only 12 weeks (Kim, [&lt;reflink idref=&quot;bib48&quot; id=&quot;ref25&quot;&gt;48&lt;/reflink&gt;]). Furthermore, the US National Center for Learning Disabilities reports that approximately 1 in 5 children in the United States has a learning or attention issue, such as dyslexia or ADHD, representing an increase from previous estimates (National Center for Learning Disabilities, [&lt;reflink idref=&quot;bib72&quot; id=&quot;ref26&quot;&gt;72&lt;/reflink&gt;], p. 3). These statistics indicate a growing need for interventions that support children with these conditions.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-4&quot;&gt;Theoretical Background&lt;/hd&gt; &lt;p&gt;During fetal development, primitive reflexes emerge as some of the earliest movements in utero, representing involuntary and stereotyped responses to specific stimuli prevalent in the months surrounding birth. They support the baby&#39;s survival in early life (Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref27&quot;&gt;46&lt;/reflink&gt;]; Lenard, [&lt;reflink idref=&quot;bib55&quot; id=&quot;ref28&quot;&gt;55&lt;/reflink&gt;]) and serve as indicators of central nervous system status, laying the groundwork for neural development and early brain maturation (Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref29&quot;&gt;46&lt;/reflink&gt;]). These reflexes, which operate independently of cortical involvement, are vital for survival and early development. However, their persistence into later stages may impede neurological development and the emergence of voluntary movements (Melillo, [&lt;reflink idref=&quot;bib69&quot; id=&quot;ref30&quot;&gt;69&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Primitive reflex movements provide essential protection and help establish neural connections vital for various cognitive functions we use throughout life (McPhillips et al., [&lt;reflink idref=&quot;bib63&quot; id=&quot;ref31&quot;&gt;63&lt;/reflink&gt;]). They support the delivery process and early movement patterns after birth when voluntary control is minimal (Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref32&quot;&gt;46&lt;/reflink&gt;]). Postural responses are responsible for subconsciously maintaining body posture during movement and position changes, ensuring the body remains upright and aligned by adjusting muscle tone to counteract gravity (Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref33&quot;&gt;46&lt;/reflink&gt;]). Primitive reflexes last temporarily until postural reflexes develop. In the first year, primitive reflexes mature the brain&#39;s different regions (McGoey et al., [&lt;reflink idref=&quot;bib62&quot; id=&quot;ref34&quot;&gt;62&lt;/reflink&gt;]), eventually becoming inhibited or transformed into higher brain functions as the central nervous system matures (Hofheimer &amp;amp; Lester, [&lt;reflink idref=&quot;bib39&quot; id=&quot;ref35&quot;&gt;39&lt;/reflink&gt;]; Shapiro et al., [&lt;reflink idref=&quot;bib91&quot; id=&quot;ref36&quot;&gt;91&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Postural reflexes are vital for voluntary movements and aid infants in adapting to gravity, fostering equilibrium control and motor skills (Horak, [&lt;reflink idref=&quot;bib40&quot; id=&quot;ref37&quot;&gt;40&lt;/reflink&gt;]). Improper primitive reflex integration may cause central nervous system dysfunction, contributing to sensory processing disorders like dyslexia, ADHD, autism, and developmental delays (McPhillips et al., [&lt;reflink idref=&quot;bib63&quot; id=&quot;ref38&quot;&gt;63&lt;/reflink&gt;]). Incomplete integration can lead to difficulties with learning, socialization, and emotional regulation. Specific repetitive rhythmic movements help resolve primitive reflexes, while postural reflexes are intricately linked to the development of voluntary movements, serving as precursors to future motor behaviors elicited by higher brain centers (McPhillips &amp;amp; Sheehy, [&lt;reflink idref=&quot;bib65&quot; id=&quot;ref39&quot;&gt;65&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Retention of primitive reflexes beyond the typical integration age can hinder learning, socialization, and motor control (Taylor et al., [&lt;reflink idref=&quot;bib95&quot; id=&quot;ref40&quot;&gt;95&lt;/reflink&gt;]). Retained reflexes disrupt perception and response to stimuli, affecting conscious functioning. Children with learning disabilities often retain primitive reflexes, worsening symptoms (Greene et al., [&lt;reflink idref=&quot;bib31&quot; id=&quot;ref41&quot;&gt;31&lt;/reflink&gt;]). Every primitive reflex is linked to sensory processing systems like spatial awareness, taste, touch, smell, vision, hearing, proprioception, and interoception. If primitive reflexes persist beyond when they should be naturally integrated, sensory disorders can result (Piek, [&lt;reflink idref=&quot;bib79&quot; id=&quot;ref42&quot;&gt;79&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Persistent primitive reflexes can disrupt the nervous system. An active Moro reflex might contribute to hyperactivity and other problems, while a persistent grasping reflex can impede hand dexterity (Zafeiriou, [&lt;reflink idref=&quot;bib103&quot; id=&quot;ref43&quot;&gt;103&lt;/reflink&gt;]). The Asymmetric Tonic Neck Reflex (ATNR) and Symmetrical Tonic Neck Reflex (STNR) are crucial for behavior and learning. Persistent ATNR can disrupt equilibrium control, arm coordination, handwriting, and reading-related visual skills. Persistent STNR affects posture, muscle tone, and coordination, impacting sitting, swimming, and fine motor tasks (Bob et al., [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref44&quot;&gt;8&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Mehta et al. ([&lt;reflink idref=&quot;bib68&quot; id=&quot;ref45&quot;&gt;68&lt;/reflink&gt;]) investigated the relationship between primitive reflexes and cortical inhibition using transcranial magnetic stimulation. They described a strong relationship between weaker cortical inhibition and the appearance of primitive reflexes. This connection was the first demonstration in vivo of a link between primitive reflexes and inhibitory processes mediated by reduced cortical GABA&lt;subs&gt;B&lt;/subs&gt; receptors. Laliberte et al. ([&lt;reflink idref=&quot;bib53&quot; id=&quot;ref46&quot;&gt;53&lt;/reflink&gt;]) described presynaptic inhibition of GABA in dI3 interneurons, which inhibited the grasping reflex in mice. Porges and colleagues ([&lt;reflink idref=&quot;bib82&quot; id=&quot;ref47&quot;&gt;82&lt;/reflink&gt;]) conducted a meta-analysis of individual participants&#39; data from edited MRS studies of cortical GABA pathways across the lifespan and concluded that the asymmetric lifetime trajectory of frontal GABA levels is associated with an early growth period, followed by a period of stability in early adulthood, and then a gradual decline during adulthood and aging.&lt;/p&gt; &lt;p&gt;Declining primitive reflexes and growing postural responses are crucial for voluntary movement development (Haith &amp;amp; Benson, [&lt;reflink idref=&quot;bib34&quot; id=&quot;ref48&quot;&gt;34&lt;/reflink&gt;]). Increased GABA levels are associated with BDNF production, triggered by movement (Porcher et al., [&lt;reflink idref=&quot;bib81&quot; id=&quot;ref49&quot;&gt;81&lt;/reflink&gt;]; Sleiman et al., [&lt;reflink idref=&quot;bib93&quot; id=&quot;ref50&quot;&gt;93&lt;/reflink&gt;]). Quality movement, particularly in the first two years, is vital for inhibiting primitive reflexes and maturing the cerebral cortex (Ber&#233;nyi &amp;amp; Katona, [&lt;reflink idref=&quot;bib5&quot; id=&quot;ref51&quot;&gt;5&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0183813891-5&quot;&gt;Research Findings&lt;/hd&gt; &lt;p&gt;In several studies persistent primitive reflexes have also been linked to learning difficulties and behavioral and attentional disorders (Blomberg et al., [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref52&quot;&gt;7&lt;/reflink&gt;]; Bob et al., [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref53&quot;&gt;8&lt;/reflink&gt;]; Damasceno et al., [&lt;reflink idref=&quot;bib19&quot; id=&quot;ref54&quot;&gt;19&lt;/reflink&gt;]; Gieysztor et al., [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref55&quot;&gt;27&lt;/reflink&gt;]; Goddard et al., [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref56&quot;&gt;30&lt;/reflink&gt;]; Niklasson, [&lt;reflink idref=&quot;bib74&quot; id=&quot;ref57&quot;&gt;74&lt;/reflink&gt;]; Pecuch et al., [&lt;reflink idref=&quot;bib77&quot; id=&quot;ref58&quot;&gt;77&lt;/reflink&gt;]; Rashikj et al., [&lt;reflink idref=&quot;bib85&quot; id=&quot;ref59&quot;&gt;85&lt;/reflink&gt;]; Sarl&#243;s, [&lt;reflink idref=&quot;bib90&quot; id=&quot;ref60&quot;&gt;90&lt;/reflink&gt;]; Taylor et al., [&lt;reflink idref=&quot;bib95&quot; id=&quot;ref61&quot;&gt;95&lt;/reflink&gt;]). Further, research indicates a significant relationship between sensorimotor development and cognitive function (H&#225;mori, [&lt;reflink idref=&quot;bib35&quot; id=&quot;ref62&quot;&gt;35&lt;/reflink&gt;]). Westendorp et al. ([&lt;reflink idref=&quot;bib100&quot; id=&quot;ref63&quot;&gt;100&lt;/reflink&gt;]) reported that children with learning disabilities with better gross motor skills tend to demonstrate higher academic achievement. Moreover, research has unveiled a significant link between sensorimotor functions and academic competencies, including mathematics and reading, in those with developmental coordination disorder (Niklasson, [&lt;reflink idref=&quot;bib74&quot; id=&quot;ref64&quot;&gt;74&lt;/reflink&gt;]). Exercise positively impacts cognitive and motor functioning in children with ADHD (Li et al., [&lt;reflink idref=&quot;bib56&quot; id=&quot;ref65&quot;&gt;56&lt;/reflink&gt;]). In addition, sensorimotor training can improve cognitive, social, and motor skills in children with ADHD, as revealed in a Randomized Controlled Trial (RCT) by Hoza et al. ([&lt;reflink idref=&quot;bib41&quot; id=&quot;ref66&quot;&gt;41&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Several researchers have investigated the correlation between vestibular immaturity and specific learning skills (de Quir&#243;s, [&lt;reflink idref=&quot;bib22&quot; id=&quot;ref67&quot;&gt;22&lt;/reflink&gt;]; Dordel &amp;amp; Breithecker, [&lt;reflink idref=&quot;bib24&quot; id=&quot;ref68&quot;&gt;24&lt;/reflink&gt;]; Niklasson, [&lt;reflink idref=&quot;bib73&quot; id=&quot;ref69&quot;&gt;73&lt;/reflink&gt;]). Older longitudinal research (de Quir&#243;s, [&lt;reflink idref=&quot;bib21&quot; id=&quot;ref70&quot;&gt;21&lt;/reflink&gt;]) examining 1902 children unveiled an association between vestibular immaturity and learning difficulties. Indeed, this three-year-long study found that children with vestibular immaturity suffered from delays in motor coordination, balance, language development, reading, and writing skills (de Quir&#243;s, [&lt;reflink idref=&quot;bib21&quot; id=&quot;ref71&quot;&gt;21&lt;/reflink&gt;]). The vestibular organ is responsible for sensing the spatial position of the head, which in turn affects muscle tone. Muscle tone affects skeletal muscles and muscles responsible for hearing and vision, influencing auditory and visual perception (Cheatum &amp;amp; Hammond, [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref72&quot;&gt;17&lt;/reflink&gt;]; De Jager, [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref73&quot;&gt;20&lt;/reflink&gt;]; Goddard, [&lt;reflink idref=&quot;bib28&quot; id=&quot;ref74&quot;&gt;28&lt;/reflink&gt;]; Jaiswal &amp;amp; Morankar, [&lt;reflink idref=&quot;bib43&quot; id=&quot;ref75&quot;&gt;43&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Children with persistent infantile reflexes and sensorimotor immaturity often exhibit an immature pattern of conduct, which can affect their learning, behavior, and social adjustment (Huettig et al., [&lt;reflink idref=&quot;bib42&quot; id=&quot;ref76&quot;&gt;42&lt;/reflink&gt;]; Sarl&#243;s, [&lt;reflink idref=&quot;bib89&quot; id=&quot;ref77&quot;&gt;89&lt;/reflink&gt;]). Therefore, it is crucial to provide appropriate stimulation to promote the nervous system&#39;s maturation for children with a slower-maturing nervous system than their peers. According to Blomberg et al. ([&lt;reflink idref=&quot;bib7&quot; id=&quot;ref78&quot;&gt;7&lt;/reflink&gt;]) and Zeanah et al. ([&lt;reflink idref=&quot;bib104&quot; id=&quot;ref79&quot;&gt;104&lt;/reflink&gt;]), the earlier the intervention starts, the better the prognosis.&lt;/p&gt; &lt;p&gt;Rajović et al. ([&lt;reflink idref=&quot;bib84&quot; id=&quot;ref80&quot;&gt;84&lt;/reflink&gt;]) show that the NTC (Nicola Tesla Center) training system significantly enhances motor skills, health, sensorimotor integration, and cognitive development in 4–6-year-old children. Ploughman ([&lt;reflink idref=&quot;bib80&quot; id=&quot;ref81&quot;&gt;80&lt;/reflink&gt;]) asserts that exercise in clinical trials increases brain volume, improves cognitive skills, and enhances phonemic skills, particularly in children with reading difficulties. Furthermore, language processing involves not only classic language areas but also movement control regions, indicating a strong link between cognition and bodily awareness. McClelland and colleagues ([&lt;reflink idref=&quot;bib61&quot; id=&quot;ref82&quot;&gt;61&lt;/reflink&gt;]) found that a physical action program led to notable academic improvement in 348 UK students aged 7–13.&lt;/p&gt; &lt;p&gt;Overall, the literature demonstrates the importance of sensory and motor development in children&#39;s cognitive functioning and academic skills and achievement. Targeted sensorimotor exercise interventions apparently can improve cognitive, social, and motor skills in children with ADHD, while persistent reflexes have been associated with learning difficulties and attention disorders. These findings emphasize the need for further research to understand better the relationship between sensory and motor functions and cognitive and academic development in children. Further, studies of the relationship between vestibular immaturity and learning difficulties suggest that children with vestibular immaturity may exhibit delayed motor coordination, balance, language development, reading, and writing skills. This connection exists because of the effects of poor muscle tone on auditory and visual perception (Angelaki &amp;amp; Cullen, [&lt;reflink idref=&quot;bib2&quot; id=&quot;ref83&quot;&gt;2&lt;/reflink&gt;]; Angelaki et al., [&lt;reflink idref=&quot;bib3&quot; id=&quot;ref84&quot;&gt;3&lt;/reflink&gt;]; Karnath &amp;amp; Dieterich, [&lt;reflink idref=&quot;bib45&quot; id=&quot;ref85&quot;&gt;45&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0183813891-6&quot;&gt;Objectives&lt;/hd&gt; &lt;p&gt;As children start primary school, developing auditory and visual perception is crucial to preventing learning difficulties (Ortiz et al., [&lt;reflink idref=&quot;bib76&quot; id=&quot;ref86&quot;&gt;76&lt;/reflink&gt;]). However, the literature lacks clear evidence of the relationship between sensorimotor maturation and auditory and visual perception.&lt;/p&gt; &lt;p&gt;Considering the status of knowledge, this experimental research aimed to evaluate the effectiveness of the authors&#39; &quot;Sensorimotor Training Program&quot; (STP), an institution-based program lasting 6–8 months, in enhancing sensorimotor development in 5–8-year-old schoolchildren. The study assessed reflex profile, vestibular maturity, motor coordination, and multichannel attention, measuring the effect on sensorimotor development and comparing results with a control group not receiving the STP.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-7&quot;&gt;Hypotheses&lt;/hd&gt; &lt;p&gt;In line with the objectives of the work, we postulated that there would be a significant improvement from input (baseline) to output (post-intervention) in reflex profile, vestibular maturity, motor coordination, and multichannel attention maturity—operationalized as indices of sensorimotor development—in children aged 5–8 years who take part in the STP for at least six months and that these differences would manifest in better sensorimotor indices compared to a no-treatment control group. We hypothesized a positive correlation between sensorimotor development and visual and auditory skills, anticipating superior visual and auditory skills in the intervention group compared to the control group.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-8&quot;&gt;Method&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0183813891-9&quot;&gt;Participants&lt;/hd&gt; &lt;p&gt;The sample consists of children attending kindergarten and elementary school in Hungary. In the first stage of recruitment, we selected every tenth institution from the Educational Office database (random selection) and invited them via email to participate in the study. In the second step, out of the 98 institutions expressing willingness to participate, we randomly selected 36 while ensuring that the ratios were appropriate nationwide in terms of territorial distribution and institutions (Budapest, county seat, city, village, state, municipal, ecclesiastical, and foundation). As such, we took special care to ensure its representativeness.&lt;/p&gt; &lt;p&gt;Regarding the location of institutions, 21% were from villages, 34% from cities, 28% from county seats, and 16% from the capital. Concerning ownership, 72% of the children were from state/municipal institutions, 25% from ecclesiastical institutions, and 3% from foundation institutions. We did not ask for ethnicity during the research. Studies have shown that ethnicity has no significant impact on sensorimotor skill measures (McCaffrey et al., [&lt;reflink idref=&quot;bib60&quot; id=&quot;ref87&quot;&gt;60&lt;/reflink&gt;]; Okano et al., [&lt;reflink idref=&quot;bib75&quot; id=&quot;ref88&quot;&gt;75&lt;/reflink&gt;]; Vance et al., [&lt;reflink idref=&quot;bib97&quot; id=&quot;ref89&quot;&gt;97&lt;/reflink&gt;]). We should also note that in Hungary, the only significant ethnic group is Roma, which comprises 3% of the population, and educational institutions do not record ethnicity. Future research with a more ethnically diverse sample should include ethnicity analysis.&lt;/p&gt; &lt;p&gt;The control group was included on a volunteer basis. Unfortunately, participation in the control group was not attractive to teachers, parents, or children in the institutions, compared with involvement in the training program. For this reason the size of the intervention and control group differs to a large extent.&lt;/p&gt; &lt;p&gt;Participants were 772 Hungarian children aged 5–8 years (the population and sampling also included a few 4-year-olds because kindergarten groups often contain mixed age groups), 704 in the intervention, and 68 in the control group. Table 1 presents the participants&#39; characteristics. The sample comprised kindergarten and school groups. The aim was to (&lt;reflink idref=&quot;bib1&quot; id=&quot;ref90&quot;&gt;1&lt;/reflink&gt;) use random selection and (&lt;reflink idref=&quot;bib2&quot; id=&quot;ref91&quot;&gt;2&lt;/reflink&gt;) include representatives from all major groups in the 5–8-year-old population by its diversity. During the sampling, we took special care to involve schools with diverse characteristics so that each school had an equal chance of being selected for the study.&lt;/p&gt; &lt;p&gt;Table 1 Participants&#39; characteristics&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Total children (before intervention)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;N = 772&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;% = 100.0&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Sex&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Female&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;376&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;48.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Male&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;378&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;49.0&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;18&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.3&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Age (years)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;55&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;212&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;27.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;219&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;28.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;127&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;16.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;93&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;12.0&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Other (3 or 9)*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;20&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;46&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;6.0&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Experimental group&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;704&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;100&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Sex&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Female&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;337&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;47.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Male&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;349&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;49.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;18&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Age (years)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 4*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;53&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;193&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;27.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;213&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;30.2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;97&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;13.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;84&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;11.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Other (3 or 9)*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;19&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;45&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;6.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Control group&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;68&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;100.0&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Sex&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Female&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;29&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;43.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Male&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;39&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;57.3&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Age&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 4*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;19&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;27.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;8.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;30&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;44.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; 8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;13.2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Other (3 or 9)*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; Unknown&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;*Data of children of these ages were not used in the analysis&lt;/p&gt; &lt;p&gt;The mean age was 6.16 years in the experimental group and 6.48 years in the control group. 49% of the experimental group were boys, and 51% were girls. 42% of the control group were boys, and 58% were girls. Table 2 shows no significant difference in sensorimotor skills between the groups at the input (baseline) measurement. Due to the smaller control group, an effect size analysis was necessary. The effect size for sensorimotor development was 0.012, indicating negligible differences between the groups.&lt;/p&gt; &lt;p&gt;Table 2 Sensorimotor development of children in the experimental and control groups and comparison of component measures with the Mann–Whitney test at baseline, and effect size values&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variable&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurement&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Significance level of the Mann&amp;amp;#8211;Whitney test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Reflex profile&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 1.420&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.109&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Vestibular development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.956&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.052&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of motor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.766&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.036&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of multichannel attention&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.605&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.005&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Sensorimotor development&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Z = &amp;amp;#8722; 0.015&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;n.s&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.012&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd id=&quot;AN0183813891-10&quot;&gt;Ethical Consideration&lt;/hd&gt; &lt;p&gt;All parents and children signed the informed consent form. Further, all teachers and leaders of the participating schools also signed a consent form. Since the STP was built into the physical activity curriculum of the participating schools and none of the children&#39;s data could be associated with the participating child, the university did not require additional ethical clearance. The research protocol nevertheless adhered to the ethical guidelines of the British Psychological Society Code of Human Research Ethics (British Psychological Society, [&lt;reflink idref=&quot;bib10&quot; id=&quot;ref92&quot;&gt;10&lt;/reflink&gt;]) and the research principles with human participants of the Helsinki Declaration (World Medical Association, [&lt;reflink idref=&quot;bib101&quot; id=&quot;ref93&quot;&gt;101&lt;/reflink&gt;]). Students and parents could withdraw their consent and discontinue participation for any reason. Among those in the experimental group, 443 completed the study, while 63 out of 68 finished in the control group.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-11&quot;&gt;Conceptualizations of the Sensorimotor Training Program (STP)&lt;/hd&gt; &lt;p&gt;The STP is designed for and tested on children aged 5–8. It contains 120 sensorimotor training sessions involving three main types of exercises: inhibit primitive reflexes, sensorimotor activities, and vestibular stimulation. Each session takes around 15–20 min. Each occasion, if possible, starts with playful elements and ends with a structured game. The training consists of (a) continuously recurring elements, e.g., reflex integration exercises, and (b) continually changing elements, e.g., sensorimotor movements and motor coordination exercises. We suggest doing 3–5 sessions every week. The total duration of the training program is 6–8 months, depending on the number of repetitions per week.&lt;/p&gt; &lt;p&gt;Teachers received the group exercise session content in advance. The daily exercises aimed to inhibit primitive reflexes and also included the following elements:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Natural movement forms,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to develop body awareness,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to improve spatial orientation,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises integrating primitive reflexes,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to develop rhythm,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Ball games,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to develop fine and gross motor skills,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to stimulate vestibular function,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Exercises to develop seriality,&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Hand exercises using small rubber balls, and&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Movement exercises to music.&lt;/item&gt; &lt;/ulist&gt; &lt;p&gt;Children did the exercises in kindergarten and school gyms or classrooms. At least two teachers in each institution received both face-to-face or online theoretical and practical training.&lt;/p&gt; &lt;p&gt;In compiling the training material, we took the following aspects into account:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; The exercises should be easy to understand.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Adapting the exercises&#39; load and difficulty to the children&#39;s age should be possible.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; The exercises should be varied, and the number of exercises should be sufficient to make an impact (for example, the reflex integration exercises).&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; The sessions should not be too demanding so children of all age levels can perform them.&lt;/item&gt; &lt;/ulist&gt; &lt;p&gt;The training material is based on research within the past ten years and the authors&#39; field experience. The training material is available in Hungarian (Stephens-Sarl&#243;s &amp;amp; Stephens, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref94&quot;&gt;1&lt;/reflink&gt;]), and we are currently translating it into English. Examples of exercise types are presented in &quot;Appendix 1&quot;, while &quot;Appendix 2&quot; illustrates STP&#39;s implementation in chronological order.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-12&quot;&gt;Activity of the Control Group&lt;/hd&gt; &lt;p&gt;The control group participated in regular kindergarten or school physical education and developmental activities. School-age children had four to five PE classes per week, depending on the institution, and some attended sports training outside school. The control group did not perform specific sensorimotor or primitive reflex inhibition exercises.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-13&quot;&gt;Calculation&lt;/hd&gt; &lt;p&gt;We examined the many &quot;elementary&quot; components of sensorimotor development of visual and auditory skills, from which we created variables of an &quot;aggregate&quot; nature to analyze the maturity of sensorimotor function in children, as well as the relationship of visual and auditory skills to sensorimotor functions that can be considered more &quot;elementary.&quot; The focus was on three groups of indices measuring a child&#39;s development:&lt;/p&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; &lt;emph&gt;Sensorimotor development&lt;/emph&gt; The reflex profile, vestibular maturity, motor coordination, and multichannel attention.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; &lt;emph&gt;Development of visual skills&lt;/emph&gt; Graphomotor maturity and development of body schema, shape-to-background discrimination, level of form detection and reproduction, perception of spatial position, differentiation of directions, information signals, the relativity of spatial situation, visuomotor coordination, and visual memory.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; &lt;emph&gt;Development of auditory skills&lt;/emph&gt; Delayed verbal memory, relation vocabulary, the formation of spatial orientation in language, auditory serial memory, auditory serial detection, correct use and interpretation of words and other parts of the language (grammar), conceptualization (description of categories), and opposites.&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0183813891-14&quot;&gt;Test Tools&lt;/hd&gt; &lt;p&gt;Article space does not permit a detailed description of the tests. However, all tests this study used are available at the Mendeley data repository (Stephens-Sarl&#243;s &amp;amp; Stephens, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref95&quot;&gt;1&lt;/reflink&gt;]). The reflex profile test, which consists of tests for the asymmetrical and symmetrical neck tonic reflexes, spinal Galant, sucking, rooting, grasping, tonic labyrinth (backward and forward), and Moro reflexes, was based on tests described in the literature (Brandes, [&lt;reflink idref=&quot;bib9&quot; id=&quot;ref96&quot;&gt;9&lt;/reflink&gt;]; Fiorentino, [&lt;reflink idref=&quot;bib26&quot; id=&quot;ref97&quot;&gt;26&lt;/reflink&gt;]; Melillo, [&lt;reflink idref=&quot;bib67&quot; id=&quot;ref98&quot;&gt;67&lt;/reflink&gt;]; The Unlock Brilliance Way, [&lt;reflink idref=&quot;bib99&quot; id=&quot;ref99&quot;&gt;99&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;For the examination of vestibular function, six types of tests were used: static balance test—closed and open eye &quot;flamingo test&quot; on the left and right feet (total four tests), dynamic balance test known as &quot;Tightrope walker test,&quot; and left-rotated post-rotation nystagmus test. The operation of the vestibular system was tested as suggested by Cheatum and Hammond ([&lt;reflink idref=&quot;bib17&quot; id=&quot;ref100&quot;&gt;17&lt;/reflink&gt;]). To test sensorimotor coordination, we adopted the methods described by Hodapp and Fidler ([&lt;reflink idref=&quot;bib38&quot; id=&quot;ref101&quot;&gt;38&lt;/reflink&gt;]) and Ulrich and Sanford ([&lt;reflink idref=&quot;bib96&quot; id=&quot;ref102&quot;&gt;96&lt;/reflink&gt;]), together with our own experience. The examination of multichannel attention was based on tasks described by Wu and Coulson ([&lt;reflink idref=&quot;bib102&quot; id=&quot;ref103&quot;&gt;102&lt;/reflink&gt;]). In compiling the tests examining visual and auditory skills, we relied on Juh&#225;sz ([&lt;reflink idref=&quot;bib44&quot; id=&quot;ref104&quot;&gt;44&lt;/reflink&gt;]), L&#225;szl&#243; &amp;amp; K&#243;bor ([&lt;reflink idref=&quot;bib54&quot; id=&quot;ref105&quot;&gt;54&lt;/reflink&gt;]), and the Meeting Street School Screening Test (Zsoldos &amp;amp; Sarkady, [&lt;reflink idref=&quot;bib105&quot; id=&quot;ref106&quot;&gt;105&lt;/reflink&gt;]).&lt;/p&gt; &lt;hd id=&quot;AN0183813891-15&quot;&gt;Procedure&lt;/hd&gt; &lt;p&gt;The study looked at what happened to children after the training program (intervention) compared with what would have happened if they had not participated (control). In this regard, we had to develop the training material, select the measurement materials and the target group (experimental and control group), and determine the duration of the program (S&#225;gi &amp;amp; Sz&#233;ll, [&lt;reflink idref=&quot;bib88&quot; id=&quot;ref107&quot;&gt;88&lt;/reflink&gt;]). To ensure the success of the program implementation, we had to prepare the teachers participating in the program to implement the training and to carry out the input (baseline) and output (post-intervention) measurements. The institution heads nominated teachers to participate in the study. We did not make participation conditional on age, teaching experience, motivation, or prior qualifications. In part, this lenience was because we could not impose such criteria for teacher participation, but even more importantly, because, in practice, not all teachers working with the children were motivated, experienced, or well-trained.&lt;/p&gt; &lt;p&gt;The measurements were made under controlled conditions to eliminate any undesirable effects. The input and impact assessments were carried out quickly, with the sensorimotor measurement requiring 20 min per child, the visual partiality test requiring 30 min per child, and the auditive partiality test requiring 30 min per child. The time invested into testing, therefore, was substantial.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-16&quot;&gt;Results&lt;/hd&gt; &lt;p&gt;Because of the ordinal nature of the data, we used non-parametric procedures such as the Mann–Whitney U test, the Wilcoxon test, the Kruskal–Wallis statistics, and Spearman&#39;s rank correlations (Nahalka, [&lt;reflink idref=&quot;bib71&quot; id=&quot;ref108&quot;&gt;71&lt;/reflink&gt;]). We also determined the effect size and significance levels in each case. Further, we identified the appropriate effect sizes in all difference and relationship studies. Due to the ordinality of the variables, we determined the Cliff&#39;s Delta effect size, which is often used in non-parametric procedures (Macbeth et al., [&lt;reflink idref=&quot;bib57&quot; id=&quot;ref109&quot;&gt;57&lt;/reflink&gt;]). Statistical analysis was performed using SPSS and Excel.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-17&quot;&gt;Sensorimotor Development Before the Intervention&lt;/hd&gt; &lt;p&gt;Descriptive data in Table 3 summarize sensorimotor development measures before the intervention for each age group. These data are related to learning skills, behavior, and the skills needed to integrate into the community (Cheatum &amp;amp; Hammond, [&lt;reflink idref=&quot;bib17&quot; id=&quot;ref110&quot;&gt;17&lt;/reflink&gt;]). They reveal that by the time children enter school (6–7 years), their sensorimotor development (A in the table) is still below 50% of the expected level for their age group. The expected level of all measurements of sensorimotor development in this table is 100% (Stephens-Sarl&#243;s &amp;amp; Stephens, [&lt;reflink idref=&quot;bib1&quot; id=&quot;ref111&quot;&gt;1&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Table 3 Sensorimotor development by age group in the input data&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variables&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Whole sample &amp;lt;italic&amp;gt;N&amp;lt;/italic&amp;gt; = 772 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Girls &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 378 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Boys &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 375 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4 years &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 55 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5 years &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 212 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;6 years &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 219 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;7 years &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 127 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;8 years &amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 93 (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;AA&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;51.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;54.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;47.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;37.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;43.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;54.0&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;58.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;58.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;AB&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;37.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;34.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;25.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;29.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;49.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;AC&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;36.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;36.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;36.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;19.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;25.3&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;36.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;41.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;65.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;AD&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;37.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.0&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;35.5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;12.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;25.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;41.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;58.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;A&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;41.1&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;43.2&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;39.3&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;25.8&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;31.4&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;43.2&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;46.0&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;59.1&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Means (%) of indicators of sensorimotor development of children in the total sample by sex and age group. A = an indicator of sensorimotor development; AA = reflex profile development; AB = vestibular development; AC = motor coordination development; AD = multichannel attention development&lt;/p&gt; &lt;hd id=&quot;AN0183813891-18&quot;&gt;Sensorimotor Development After the Intervention&lt;/hd&gt; &lt;p&gt;Table 4 illustrates the results of the Wilcoxon-Signed Rank tests comparing baseline and post-intervention measures in terms of the percentage of expected development in the experimental group. The table shows that sensorimotor development percentages and all four measured components have increased substantially (as indicated by the large effect size).&lt;/p&gt; &lt;p&gt;Table 4 Average of percentages expressing sensorimotor development and its components in input and post-development output measurements for children in the experimental groups&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variable&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Output measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z value of the Wilcoxon test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Significance level of the Wilcoxon test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Reflex profile&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;53.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;75.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 15.024&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.714&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Vestibular development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;56.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 13.984&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.664&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of motor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;37.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;59.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 16.511&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.784&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of multichannel attention&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;63.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 9.978&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.469&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Sensorimotor development&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;43.3&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;62.7&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#8722; 17.588&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.001&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.836&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;N = 443; test of change in sensorimotor development as determined by Wilcoxon test&lt;/p&gt; &lt;p&gt;Table 5 presents the results of the Wilcoxon-Signed Rank tests comparing the baseline (input) and the end-of-experiment (output) measures in terms of the percentage of expected development in the control group. Unlike in the experimental group, sensorimotor development and its components &lt;emph&gt;have not changed&lt;/emph&gt; statistically significantly.&lt;/p&gt; &lt;p&gt;Table 5 Average of percentages expressing sensorimotor development and its components in input and post-development output measurements of children in the control groups&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variable&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Output measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z value of the Wilcoxon test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Significance level of the Wilcoxon test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Reflex profile&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;48.3&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;49.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 0.228&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.01&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Vestibular development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;43.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.460&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.06&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of motor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;43.7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.790&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.08&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of multichannel attention&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;37.4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;40.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 0.986&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.04&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Sensorimotor development&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;42.0&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;45.1&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#8722; 1.358&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.&amp;lt;italic&amp;gt;s&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.06&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;N = 63; change in significance level determined by Wilcoxon test; n.s. = not significant&lt;/p&gt; &lt;p&gt;Table 6 presents the results of the Mann–Whitney U test. These tests compared the sensorimotor development of children in the experimental and control groups after the intervention ended in the experimental group. As Table 6 shows, the sensorimotor development of the experimental group, along with three out of four measured components, was superior to the control group. Although statistically not significant for the reflex profile, the effect size of the difference in this measure was medium. The effect size for the aggregate sensorimotor development index is also medium, as indicated by its value close to 0.5.&lt;/p&gt; &lt;p&gt;Table 6 Comparison of sensorimotor development and component measurements for input and output measurements in children in the experimental and control groups, Mann–Whitney test, and values of effect sizes&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot; /&amp;gt;&amp;lt;th align=&quot;left&quot; colspan=&quot;2&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurement&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot; colspan=&quot;2&quot;&amp;gt;&amp;lt;p&amp;gt;Output measurement&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variable&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z-value and significance level&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z-value and significance level&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Reflex profile&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 1.420; n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.109&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 7.447; &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.572&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Vestibular development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.956; n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.052&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 3.960; &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.306&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of motor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.766; n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.036&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 4.136; &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.321&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of multichannel attention&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 0.605; n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.005&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Z = &amp;amp;#8722; 3.776; &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.289&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Sensorimotor development&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Z = &amp;amp;#8722; 0.015; n.s&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.012&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Z = &amp;amp;#8722; 6.208&amp;lt;/italic&amp;gt;; &amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.001&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.483&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Experimental group N = 443, control groups N = 63; n.s. = not significant&lt;/p&gt; &lt;p&gt;Spearman&#39;s rank correlations indicated that the indices of sensorimotor development and all its measured components correlated positively with the development of visual and auditory skills (Table 7). Considering the coefficients of determination (i.e., r&lt;sups&gt;2&lt;/sups&gt;), the shared variance of sensorimotor development was 29.38% with visual skills and 36.60% with auditory skills.&lt;/p&gt; &lt;p&gt;Table 7 For a combined sample of children in the experimental and control groups, the Spearman correlation coefficients between sensorimotor development variables in output measurement and variables in visual and auditory skills, their significance level, and effect dimensions&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot; rowspan=&quot;2&quot;&amp;gt;&amp;lt;p&amp;gt;Sensorimotor development and its components&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Visual skills&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot; colspan=&quot;3&quot;&amp;gt;&amp;lt;p&amp;gt;Auditory skills&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Spearman&#39;s correlation coefficient&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Significance level&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Spearman&#39;s correlation coefficient&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Significance level&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Reflex-profile development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.314&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.099&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.369&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.136&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Vestibular development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.509&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.259&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.518&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.268&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Motor coordination development&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.484&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.234&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.525&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.276&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Development of multichannel attention&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.361&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.130&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.495&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.245&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Sensorimotor development&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.542&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.001&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.294&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.605&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.001&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.366&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Sample size for visual skills N = 422; for auditory skills N = 391&lt;/p&gt; &lt;p&gt;Finally, visual and auditory skills at the end of the intervention were significantly higher in the experimental group than in the control group. For example, Table 8 shows that the slight differences in the individual elements or component variables are statistically not significant, but the values of the aggregate variables show a significant difference. The effect sizes also show convincing values for the difference. The measurement results are, therefore, not convincing in terms of the &quot;elementary&quot; variables, probably because the results of sensorimotor development do not immediately increase the development of visual and auditory skills. In contrast, in the context of this research, the measurement was taken immediately after the development.&lt;/p&gt; &lt;p&gt;Table 8 A comparison of the development of visual and auditory skills of children in experimental and control groups using the Mann–Whitney test, Z-values, significance levels (p), and effect sizes&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variables (Elementary and Aggregate)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Mean (&amp;amp;#177; SD) score of children in experimental groups&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Mean (&amp;amp;#177; SD) score of children in control groups&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Value of Mann&amp;amp;#8211;Whitney test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Body schema&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;3.45 (&amp;amp;#177; 1.487)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.86 (&amp;amp;#177; 1.575)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 2.954&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.228&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Shape-to-background distinction&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.17 (&amp;amp;#177; 0.904)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.06 (&amp;amp;#177; 0.859)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.346&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.096&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Form detection&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.23 (&amp;amp;#177; 1.186)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.19 (&amp;amp;#177; 1.060)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; &amp;amp;#8722; 0.961&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.064&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Differentiation of directions&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5.11 (&amp;amp;#177; 2.623)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.62 (&amp;amp;#177; 2.703)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.755&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.128&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Relativity of spatial situation&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.63 (&amp;amp;#177; 0.792)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.70 (&amp;amp;#177; 0.733)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 0.712&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.040&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Visuomotor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.69 (&amp;amp;#177; 0.619)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.76 (&amp;amp;#177; 0.560)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.011&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.058&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Visual memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.45 (&amp;amp;#177; 1.104)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.46 (&amp;amp;#177; 1.148)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt; &amp;amp;#8722; 0.098&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.006&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Visual skills (aggregate)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;24.87 (&amp;amp;#177; 5.377)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;23.65 (&amp;amp;#177; 4.886)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#8722; 2.384&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.05&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.188&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Delayed verbal memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.74 (&amp;amp;#177; 2.397)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2.92 (&amp;amp;#177; 2.300)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 5.276&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.418&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Relational vocabulary&amp;amp;#8212;spatial orientation&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.43 (&amp;amp;#177; 1.401)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.10 (&amp;amp;#177; 1.512)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.577&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.122&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Serial memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;1.33 (&amp;amp;#177; 1.298)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0.71 (&amp;amp;#177; 0.948)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 3.229&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.01&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.243&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Auditory serial detection&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;1.45 (&amp;amp;#177; 1.017)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0.97 (&amp;amp;#177; 0.975)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 3.459&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.01&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.267&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Grammar&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5.29 (&amp;amp;#177; 1.144)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5.05 (&amp;amp;#177; 0.948)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 2.727&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.01&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.197&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Conceptualization&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;3.92 (&amp;amp;#177; 1.429)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;3.74 (&amp;amp;#177; 1.578)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 0.659&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.051&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Opposites&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.40 (&amp;amp;#177; 1.533)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4.23 (&amp;amp;#177; 1.487)&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 1.273&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;n.s&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.098&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Auditory skills (aggregate)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;25.83 (&amp;amp;#177; 6.785)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;21.71 (&amp;amp;#177; 6.416)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#8722; 4.506&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;italic&amp;gt;&amp;amp;#60; 0.001&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0.360&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;Measurement units are an assessment score on a linear scale, defined in detail in &quot;Appendix 3&quot;; n.s = not significant&lt;/p&gt; &lt;hd id=&quot;AN0183813891-19&quot;&gt;Comparison of Biological (Natural) Maturation with the Effect of the Intervention&lt;/hd&gt; &lt;p&gt;Table 9 shows the level of sensorimotor maturation for each age group before and after intervention. In the input data, which reflects biological (natural) maturation, between 6- and 7-year-olds, there is a difference of 1.7 percentage points (44.9% and 46.6%). However, when comparing data on the sensorimotor development of children aged 6 and 7 years after 6–8 months of intervention, the improvement is 20 percentage points for 6-year-olds (input 44.9% and output 64.9%) and 23.3 percentage points for 7-year-olds (input 46.6% and output 69.9%). The rate of change after the intervention dramatically exceeds the rate of biological maturation in all age groups. For 8-year-old children, the effect size of 0.769 is slightly lower than in the previous age groups but still significant.&lt;/p&gt; &lt;p&gt;Table 9 The magnitude of sensorimotor development in 5, 6, 7, and 8-year-olds, the significance of performance improvement examined by the Wilcoxon test, and effect size (only for experimental groups; n = 144 for 5-year-olds, n = 151 for 6-year-olds, n = 80 for 7-year-olds, n = 67 for 8-year-olds)&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variable&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Output measurement average (%)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Wilcoxon test Z value&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Wilcoxon test significance level&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5 years old&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;31.1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;50.2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 10.183&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.849&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;6 years old&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;44.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;64.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 10.353&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.843&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;7 years old&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;46.6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;69.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 7.573&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.847&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;8 years old&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;61.8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;75.9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#8722; 6.292&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt; &amp;amp;#60; 0.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;0.769&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;A group-by-time interaction revealed a statistically significant multivariate effect [Pillai&#39;s V = 0.188, F = (&lt;reflink idref=&quot;bib25&quot; id=&quot;ref112&quot;&gt;25&lt;/reflink&gt;, 416) = 3.854, p &amp;lt; 0.001, Effect size (partial Eta squared) = 0.188]. Univariate tests indicated the interaction was present in 19/25 dependent measures (marked with an asterisk in Table 10).&lt;/p&gt; &lt;p&gt;Table 10 The Greenhouse–Geisser correction-based univariate test results of the mixed model MANOVA&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Test&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;F&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;p&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Effect size (partial ETA squared)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;4&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Primitive reflexes&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Moro&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;15.326&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.034*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Grasping/sucking&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;12.384&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.027*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;ATNR&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;3.913&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.049&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.009*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Galant&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;10.246&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.023*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;TLR forward&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;3.454&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.064&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.008&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;TLR backward&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;1.513&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.219&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.003&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;STNR&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;14.790&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.033*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;4&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Vestibular function (in standing position)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;With open eyes, stand on right leg&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;13.539&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.030*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;With open eyes, stand on left leg&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;25.514&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.055*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Closed eyes, right leg&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.893&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.000&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Closed eyes, left leg&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.524&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.006&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.017*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Walk on a line&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;5.208&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.023&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.012*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Postrotational nystagmus&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.205&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.008&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.016*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;4&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Motor coordination&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2-part exercise&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;9.651&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.002&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.021*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4-part exercise&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.268&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.007&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.016*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4-part with ball&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;26.296&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.056*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Ball catching&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.069&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.793&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.000&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Bouncing ball 10 &amp;amp;#215; right hand&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;11.561&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.026*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Bouncing ball 10 &amp;amp;#215; left hand&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;5.905&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.015&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.013*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Bouncing ball 10 &amp;amp;#215; alternating hand&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;8.605&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.004&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.019*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Crawling&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;14.278&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;amp;#60;.001&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.031*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot; colspan=&quot;4&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Multichannel attention&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Clapping and Rhyming&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.066&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.797&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.000&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Stepping to a rhythm&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;7.400&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.007&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.017*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Left leg&amp;amp;#8212;right leg&amp;amp;#8212;clap&amp;amp;#8212;stomp with both legs&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;8.446&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.004&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.019*&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Clap right leg&amp;amp;#8212;clap left leg&amp;amp;#8212;LLRR&amp;amp;#8212;stomp with left leg&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;2.548&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.111&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td char=&quot;.&quot; align=&quot;char&quot;&amp;gt;&amp;lt;p&amp;gt;.006&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;df = 1; 440&lt;/p&gt; &lt;hd id=&quot;AN0183813891-20&quot;&gt;Discussion&lt;/hd&gt; &lt;p&gt;Our research has shown that it is possible to develop the sensorimotor skills of 5–8-year-old children &lt;emph&gt;in an institutional setting through regular, specific exercises&lt;/emph&gt;. The STP significantly improved the children&#39;s sensorimotor skills and auditory and visual subskills for learning. The results obtained during this research are consistent with other similar research results in the area (Emami Kashfi et al., [&lt;reflink idref=&quot;bib25&quot; id=&quot;ref113&quot;&gt;25&lt;/reflink&gt;]; Koutsoftas et al., [&lt;reflink idref=&quot;bib52&quot; id=&quot;ref114&quot;&gt;52&lt;/reflink&gt;]; Macdonald et al., [&lt;reflink idref=&quot;bib58&quot; id=&quot;ref115&quot;&gt;58&lt;/reflink&gt;]; Niklasson, [&lt;reflink idref=&quot;bib74&quot; id=&quot;ref116&quot;&gt;74&lt;/reflink&gt;]; Talcott et al., [&lt;reflink idref=&quot;bib94&quot; id=&quot;ref117&quot;&gt;94&lt;/reflink&gt;]). The STP yielded a 19.4 percentage point improvement (44.8% increase) in sensorimotor development in the experimental group (see Table 4) compared to a 3.1 percentage point improvement (7.4% increase) in the control group (see Table 5). The latter mirrors the &quot;natural&quot; maturation or development in the studied age group over the duration of the STP intervention, that is, 6–8 months, which occurs without any targeted intervention. Therefore, the net benefit of the STP in this study is approximately 37.4%, which is relatively large and supported by the large effect size derived from the within-participants tests of change from baseline to post-intervention. Consequently, we can conclude that the STP can induce considerable improvement in sensorimotor development of children aged 5–8.&lt;/p&gt; &lt;p&gt;Notably, statistically significant intervention-induced changes were observed in all four indices of sensorimotor development: reflex profile, vestibular function, motor coordination, and multichannel attention. Except for the last, which projected a medium change based on the effect size, the other three changed more substantially based on effect sizes ranging between moderate to large (see Table 4). After the study, the improvement also materialized in statistically significant differences between the experimental and control groups (see Table 6). Apart from the reflex profile and overall sensorimotor differences yielding a medium effect size, the vestibular development, motor coordination development, and multichannel attention development exhibited effect sizes ranging between low and medium.&lt;/p&gt; &lt;p&gt;The noteworthy change induced by the STP in the reflex profile is a crucial aspect of sensorimotor development. Once primitive reflexes have fulfilled their function and are no longer needed, they are inhibited by the cerebral cortex (Sigafoos et al., [&lt;reflink idref=&quot;bib92&quot; id=&quot;ref118&quot;&gt;92&lt;/reflink&gt;]; Zafeiriou, [&lt;reflink idref=&quot;bib103&quot; id=&quot;ref119&quot;&gt;103&lt;/reflink&gt;]). In normal development, they are replaced by more mature postural reactions that accompany us throughout our lives. Accurate, adequate postural reactions ensure muscle tone adjustment, proper balance, good posture, and motor coordination. The functional maturation dynamics of the central nervous system (CNS) allow for the acquisition of higher levels of cognitive skills, so they will also have a role in learning processes and social interactions (Goddard et al., [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref120&quot;&gt;30&lt;/reflink&gt;]; Hickey &amp;amp; Feldhacker, [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref121&quot;&gt;36&lt;/reflink&gt;]; Sigafoos et al., [&lt;reflink idref=&quot;bib92&quot; id=&quot;ref122&quot;&gt;92&lt;/reflink&gt;];). Recent research results show that more than 90% of children aged 4–6 years have at least one persistent infantile reflex (Gieysztor et al., [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref123&quot;&gt;27&lt;/reflink&gt;]; Goddard et al., [&lt;reflink idref=&quot;bib30&quot; id=&quot;ref124&quot;&gt;30&lt;/reflink&gt;]; Hickey &amp;amp; Feldhacker, [&lt;reflink idref=&quot;bib36&quot; id=&quot;ref125&quot;&gt;36&lt;/reflink&gt;]; Picuch et al., [&lt;reflink idref=&quot;bib77&quot; id=&quot;ref126&quot;&gt;77&lt;/reflink&gt;]). The STP appears to be efficient in improving the reflex profile of children aged 5–8.&lt;/p&gt; &lt;p&gt;However, the observed improvement in motor coordination is not independent of the reflex profile because primitive reflexes result in involuntary motor responses that affect the quality of motor skills (Bilbilaj et al., [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref127&quot;&gt;6&lt;/reflink&gt;]; Chandradasa &amp;amp; Rathnayake, [&lt;reflink idref=&quot;bib16&quot; id=&quot;ref128&quot;&gt;16&lt;/reflink&gt;]). The problem is further exacerbated if the child moves little or is exposed to poor quality and quantity of movement (Doidge, [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref129&quot;&gt;23&lt;/reflink&gt;]). The cortical inhibition of primitive reflexes is the basis for executing voluntary movements necessary for accurate sensory perception. Therefore, using STP in an institutional setting is valuable for children&#39;s sensorimotor development. Without enough movement, there is insufficient production of brain-derived neurotrophic factor (BDNF) in the CNS. The problem most often manifests itself in motor coordination, perception, balancing disorders, clumsiness, learning difficulties, lack of attention, poor memory, and behavioral dysfunctions (Bilbilaj et al., [&lt;reflink idref=&quot;bib6&quot; id=&quot;ref130&quot;&gt;6&lt;/reflink&gt;]; Goddard, [&lt;reflink idref=&quot;bib29&quot; id=&quot;ref131&quot;&gt;29&lt;/reflink&gt;]; Konicarova &amp;amp; Bob, [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref132&quot;&gt;50&lt;/reflink&gt;]; McPhillips &amp;amp; Jordan-Black, [&lt;reflink idref=&quot;bib64&quot; id=&quot;ref133&quot;&gt;64&lt;/reflink&gt;]; Pecuch et al., [&lt;reflink idref=&quot;bib78&quot; id=&quot;ref134&quot;&gt;78&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The STP can also help develop proper muscle tone and motor coordination. This growth is indispensable in posture, movement, hearing and vision, speech development, and spatial perception (Bob et al., [&lt;reflink idref=&quot;bib8&quot; id=&quot;ref135&quot;&gt;8&lt;/reflink&gt;]; Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref136&quot;&gt;46&lt;/reflink&gt;]; Melillo, [&lt;reflink idref=&quot;bib69&quot; id=&quot;ref137&quot;&gt;69&lt;/reflink&gt;]). How well the child&#39;s body functions depends on the active cooperation of movement and perception since sensory perceptions, vision, hearing, palpation, vestibular perception, and changes in location and position represent a two-way connection with the outside world. Depending on the degree of development of the functions inherent in the human brain, age-appropriate behavior develops (De Jager, [&lt;reflink idref=&quot;bib20&quot; id=&quot;ref138&quot;&gt;20&lt;/reflink&gt;]; Katona, [&lt;reflink idref=&quot;bib46&quot; id=&quot;ref139&quot;&gt;46&lt;/reflink&gt;]; Zafeiriou, [&lt;reflink idref=&quot;bib103&quot; id=&quot;ref140&quot;&gt;103&lt;/reflink&gt;]). Our findings confirm the positive relationship between sensorimotor development and visual and auditory skills, with the former accounting for a significant proportion of these skills.&lt;/p&gt; &lt;p&gt;While differences in the individual elements of visual and auditory skills were largely insignificant, the &lt;emph&gt;overall&lt;/emph&gt; visual and auditory skills differed between the experimental and the control group at the end of the experiment. These results, supported by the positive correlations between sensorimotor development and visual/auditory skills, show that the STP might efficiently induce cognitive changes in addition to sensorimotor development in a timeframe of just six to eight months. These findings merit further experimental attention using a longer-duration intervention. Exercise increases the production of BDNF and oxygen support, improving the oxygen supply to the brain. Movement stimulates the sensory and motor cortex of the brain, thereby affecting the quality of perception and muscle tone regulation, affecting all body muscles (Doidge, [&lt;reflink idref=&quot;bib23&quot; id=&quot;ref141&quot;&gt;23&lt;/reflink&gt;]), which could explain our results. When compiling sensorimotor exercises, we had to consider that the training program would include exercises that, on the one hand, facilitate the integration of primitive reflexes (Gieysztor et al., [&lt;reflink idref=&quot;bib27&quot; id=&quot;ref142&quot;&gt;27&lt;/reflink&gt;]; Melillo, [&lt;reflink idref=&quot;bib69&quot; id=&quot;ref143&quot;&gt;69&lt;/reflink&gt;]) and, on the other hand, support sensorimotor integration and the skills in which persistent infantile reflexes hindered development.&lt;/p&gt; &lt;p&gt;The results obtained in this experimental intervention study support the effectiveness of the STP, confirming the theory that movement and sensorimotor development affect the maturation of cognitive operations. The level of sensorimotor development also impacts the child&#39;s skills needed to socialize with peers, an aspect worth testing in future studies (B&#233;gel et al., [&lt;reflink idref=&quot;bib4&quot; id=&quot;ref144&quot;&gt;4&lt;/reflink&gt;]). Movement tasks strengthen control and self-control functions, attention concentration, endurance, and the ability to exert effort. Working in pairs leads to concrete experiences that teach the child about their self-limits and their partner&#39;s perception and develop cooperative skills (Grzywniak, [&lt;reflink idref=&quot;bib33&quot; id=&quot;ref145&quot;&gt;33&lt;/reflink&gt;]; Konicarova &amp;amp; Bob, [&lt;reflink idref=&quot;bib50&quot; id=&quot;ref146&quot;&gt;50&lt;/reflink&gt;]; Melillo, [&lt;reflink idref=&quot;bib69&quot; id=&quot;ref147&quot;&gt;69&lt;/reflink&gt;]). &quot;Even in the case of milder neurological impairments, movement can be the starting point and the right tool&quot; (Porkol&#225;bn&#233; Balogh et al., [&lt;reflink idref=&quot;bib83&quot; id=&quot;ref148&quot;&gt;83&lt;/reflink&gt;], p. 8). Our results support this contention.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-21&quot;&gt;Limitations&lt;/hd&gt; &lt;p&gt;This research faced several limitations. Participants were unwilling to join the control group since it excluded the sensorimotor training program. Although we eventually found teachers or institutional heads willing to be part of the control group, this resulted in over ten times fewer control participants. We also had to ensure the age and sex compositions were close to the experimental group&#39;s. In many kindergartens, resources were limited; for example, they had to substitute stuffed socks for small balls. Staffing issues included leaders unable to complete the program due to health reasons, group mergers, institutional closures, career changes, and new heads discontinuing the program.&lt;/p&gt; &lt;p&gt;We conducted our research in Hungary, and limiting factors must be acknowledged, notably the homogeneity of the experimental and control groups&#39; ethnic affiliation. If this study is replicated in a more ethnically diverse country, ethnicity should be considered as a variable.&lt;/p&gt; &lt;p&gt;Certain &quot;protective factors&quot; can positively impact children&#39;s cognitive development, including high or average income, a secure home environment, child-centered family dynamics, and positive relationships with siblings and grandparents (Cicchetti, Toth, &amp;amp; Maughan, [&lt;reflink idref=&quot;bib18&quot; id=&quot;ref149&quot;&gt;18&lt;/reflink&gt;]). In our research, the question of whether parental or institutional background or financial status might influence outcomes remained unanswered. We lacked access to individual families&#39; socioeconomic data and relied on educators for indirect information to ensure a diverse socioeconomic sample. We must note that the intervention was conducted entirely by teachers in kindergartens or schools and not by parents at home, thereby minimizing socioeconomic influence.&lt;/p&gt; &lt;p&gt;Grigg&#39;s research supports our observations, indicating no correlation between persistent infantile reflexes and family background or financial situation, though it used a non-representative sample (Grigg, [&lt;reflink idref=&quot;bib32&quot; id=&quot;ref150&quot;&gt;32&lt;/reflink&gt;]). Since we could not thoroughly examine the relationship between reflex integration and social status, there is a need for further research in this area.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-22&quot;&gt;Conclusion&lt;/hd&gt; &lt;p&gt;Can sensorimotor exercises improve the nervous system development of 5–8-year-old children and enhance their auditory and visual learning skills? Our research indicates a significant improvement in sensorimotor development after 6–8 months of sensorimotor training using the STP. The data demonstrate that improvement following the intervention is above and beyond biological maturation.&lt;/p&gt; &lt;p&gt;Further, a positive correlation between the development of sensorimotor function and the development of auditory and visual skills can be observed. The training exercises were easy and enjoyable for children and did not add any extra burden or expense for educational institutions. Moreover, the program supported the neurological maturation of children and potentially prevented severe learning difficulties and behavioral problems. We stress the fact that the intervention took place within an institutional framework. This factor is critical in enabling the development of children whose family or socioeconomic environment may not support it.&lt;/p&gt; &lt;p&gt;Regular sensorimotor development in an early school-age setting contributes significantly to the development of auditory and visual skills, impacting children&#39;s school performance. The STP or similar programs could be easily integrated into school curriculums worldwide for the technology-oriented, increasingly sedentary child generation. However, further research with different age groups and longer interventions are needed.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-23&quot;&gt;Acknowledgements&lt;/hd&gt; &lt;p&gt;The following people are thanked for helping the authors accomplish their work: Dr. Istv&#225;n Nahalka, Professor Iv&#225;n Falus, Professor Gy&#246;rgy B&#225;rdos, Professor Ferenc K&#246;teles, Dr. Szilvia Boros, Judit Orgov&#225;nyi-Gajdos, &#193;gnes Sz&#225;vin-P&#243;sa, Briana Polg&#225;ri, Lili Jakobovits and Zsuzsanna Windish. We are also thankful for the constructive reviews of the editor and reviewers, which helped us improve the research report.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-24&quot;&gt;Funding&lt;/hd&gt; &lt;p&gt;Open access funding provided by Sz&#233;chenyi Istv&#225;n University (SZE). This research was supported by a State Scholarship from the Doctoral School of Education of Eszterh&#225;zy K&#225;roly University, Eger, Hungary. (PK/290/2016).&lt;/p&gt; &lt;hd id=&quot;AN0183813891-25&quot;&gt;Data Availability&lt;/hd&gt; &lt;p&gt;The data supporting this study&#39;s findings are openly available in Mendeley Data at&#160;https://doi.org/10.17632/pg7y56tyn5. The primary author is responsible for the integrity of the data and the accuracy of the data analysis.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-26&quot;&gt;Declarations&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0183813891-27&quot;&gt;Conflict of interest&lt;/hd&gt; &lt;p&gt;The authors have no conflict of interest to declare. The authors have no relevant financial or non-financial interests to disclose.The authors have no competing interests to declare that are relevant to the content of this article. All authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript. The authors have no financial or proprietary interests in any material discussed in this article.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-28&quot;&gt;Ethical Statement&lt;/hd&gt; &lt;p&gt;The research at Eszterh&#225;zy K&#225;roly University in Hungary, in accordance with Section&#160;89 of the Statutes of the University, was conducted with written consent from the participating stakeholders (parents, educators, institution leaders), adhering to the specified ethical norms.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-29&quot;&gt;Appendix 1&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0183813891-30&quot;&gt;Examples of the Three Main Types of Exercise Used in the STP&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;ulist&gt; &lt;item&gt; Exercises for Inhibiting Primitive Reflexes (Example)&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Starting position: Kneel on all fours, with arms extended and palms on the floor, shoulder-width apart. Keep the thighs in a vertical position.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Turn the head to the left so the left ear is aligned with the spine. Important: Keep the arms extended and the palms on the ground.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Bend both elbows simultaneously, lower both shoulders, and place the right ear on the ground.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Extend both arms to return to the starting position.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; The exercises must also be performed for the number of repetitions on the opposite side.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Sensorimotor Exercises (Example)&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; In each &quot;round,&quot; first tumble forward head over heels and then return to the starting position in one of four ways. In the first round, Bunny Hop back to the start. In the second round, Spider Walk. In the third, Crab Crawl. And in the fourth, Bear Crawl.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Vestibular Stimulation (Example)&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; Starting position: Lie on the back (supine position), with arms on the floor, extended above the head as far as possible, elbows outstretched, and interlocked hands.&lt;/item&gt; &lt;p&gt;&lt;/p&gt; &lt;item&gt; 1. Roll on the floor, with the caveat that the rolling movement should be initiated by crossing the legs, and the torso and arms follow. So, if lying on the back and rolling to the left, first cross the right leg over the left and then roll. Do the opposite if rolling to the right.&lt;/item&gt; &lt;/ulist&gt; &lt;hd id=&quot;AN0183813891-31&quot;&gt;Appendix 2&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0183813891-32&quot;&gt;The Main Stages in the Implementation of the STP.&lt;/hd&gt; &lt;p&gt;See Table&lt;/p&gt; &lt;p&gt;Table&#160;11 The main stages in the implementation of the STP, listed in chronological order&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;1&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Testing the elements of the training used in the research, and the groups of exercises, in practice&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2010&amp;amp;#8211;2016&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Study the theoretical background of the sensorimotor development training exercises&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2015&amp;amp;#8211;2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;3&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Selection and design of the measurement materials&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;October&amp;amp;#8211;November 2016&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;4&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Testing of measurement materials&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;2016&amp;amp;#8211;2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;5&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Correction of the set of measurement materials&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;March 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;6&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Sampling; pilot and control group&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;March&amp;amp;#8211;April 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;7&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Informing teachers at the participating institutions about the purpose of the research&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;April&amp;amp;#8211;May 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;8&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Informing parents of children participating in the research about the purpose of the research and ethical approvals&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;April&amp;amp;#8211;May 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;9&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Teacher training for measurement&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;May&amp;amp;#8211;August 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;10&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Preparing teachers for the training program&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;May&amp;amp;#8211;August 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;11&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Input measurements&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;September&amp;amp;#8211;October 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;12&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Training program launch&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;October&amp;amp;#8211;November 2017&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;13&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Ongoing liaison with teachers leading the training program&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;October 2017&amp;amp;#8211;July 2018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;14&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Closing of the training program&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;May&amp;amp;#8211;July 2018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;15&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Output measurements&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;May&amp;amp;#8211;July 2018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;16&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Data processing&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;July&amp;amp;#8211;September 2018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;17&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Presentation and evaluation of results&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;November 2018&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;11.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-33&quot;&gt;Appendix 3&lt;/hd&gt; &lt;p&gt;&lt;/p&gt; &lt;hd id=&quot;AN0183813891-34&quot;&gt;Detail of Visual and Auditory Skills Measurement Scales.&lt;/hd&gt; &lt;p&gt;See Table&lt;/p&gt; &lt;p&gt;Table&#160;12 Detail of visual and auditory skills measurement scales used in Table&#160;8&lt;/p&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table frame=&quot;hsides&quot; rules=&quot;groups&quot;&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Variables (elementary and aggregate)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Scale (linear)&amp;lt;/p&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Body schema&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 6 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Shape-to-background distinction&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 5 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Form detection&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 7 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Differentiation of directions&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 12 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Relativity of spatial situation&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 5 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Visuomotor coordination&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 3 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Visual memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 5 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Visual skills (aggregate)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0 to 43 points&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Delayed verbal memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 9 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Relational vocabulary&amp;amp;#8212;spatial orientation&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 6 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Serial memory&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 3 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Auditory serial detection&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 3 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Grammar&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 6 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Conceptualization&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 6 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;Opposites&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;0 to 6 points&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;Auditory skills (aggregate)&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;left&quot;&amp;gt;&amp;lt;p&amp;gt;&amp;lt;italic&amp;gt;0 to 41 points&amp;lt;/italic&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;12.&lt;/p&gt; &lt;hd id=&quot;AN0183813891-35&quot;&gt;Publisher&#39;s Note&lt;/hd&gt; &lt;p&gt;Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.&lt;/p&gt; &lt;ref id=&quot;AN0183813891-36&quot;&gt; &lt;title&gt; References &lt;/title&gt; &lt;blist&gt; &lt;bibl id=&quot;bib1&quot; idref=&quot;ref90&quot; type=&quot;bt&quot;&gt;1&lt;/bibl&gt; &lt;bibtext&gt; Stephens-Sarl&#243;s, E, &amp;amp; Stephens, P. 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  Label: Title
  Group: Ti
  Data: The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Erzs&#233;bet+Stephens-Sarl&#243;s%22&quot;&gt;Erzs&#233;bet Stephens-Sarl&#243;s&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0001-7723-0128&quot;&gt;0000-0001-7723-0128&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Patrick+Stephens%22&quot;&gt;Patrick Stephens&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0009-0007-9211-0512&quot;&gt;0009-0007-9211-0512&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Attila+Szabo%22&quot;&gt;Attila Szabo&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;http://orcid.org/0000-0003-2788-4304&quot;&gt;0000-0003-2788-4304&lt;/externalLink&gt;)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Child+%26+Youth+Care+Forum%22&quot;&gt;&lt;i&gt;Child &amp; Youth Care Forum&lt;/i&gt;&lt;/searchLink&gt;. 2025 54(2):323-352.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 30
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Early+Childhood+Education%22&quot;&gt;Early Childhood Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Elementary+Education%22&quot;&gt;Elementary Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Kindergarten%22&quot;&gt;Kindergarten&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Primary+Education%22&quot;&gt;Primary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Sensory+Training%22&quot;&gt;Sensory Training&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Sensory+Integration%22&quot;&gt;Sensory Integration&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychomotor+Skills%22&quot;&gt;Psychomotor Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Intervention%22&quot;&gt;Intervention&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Outcomes+of+Treatment%22&quot;&gt;Outcomes of Treatment&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Program+Development%22&quot;&gt;Program Development&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Auditory+Perception%22&quot;&gt;Auditory Perception&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Visual+Perception%22&quot;&gt;Visual Perception&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Kindergarten%22&quot;&gt;Kindergarten&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Elementary+School+Students%22&quot;&gt;Elementary School Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Comparative+Analysis%22&quot;&gt;Comparative Analysis&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Skill+Development%22&quot;&gt;Skill Development&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10566-024-09818-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1053-1890&lt;br /&gt;1573-3319
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Around 800 million young children worldwide have cognitive-developmental limitations due to issues related to biological, environmental, and psychosocial factors. These problems lead to educational challenges, limited skill development, and higher unemployment rates. Therefore, timely interventions addressing the underlying problems in institutional settings are critically important. Objective: The authors created the &quot;Sensorimotor Training Program&quot; (STP) as a critical intervention to develop skills essential for starting school. This experimental study aimed to investigate the impact of the STP in an institutional setting, targeting the specific auditory and visual skills crucial for kindergarten and primary school learning. Methods: The STP comprises 120 training sessions focused on sensorimotor maturation. Seven hundred and seventy-two children aged 5-8 participated in the study, with 704 in the experimental and 68 in the control group, each containing a relatively balanced ratio of boys to girls. The study spanned six to eight months, with three to five weekly sessions. Results: The intervention resulted in significant improvements in sensorimotor development in the experimental compared to the control group [p &lt; 0.001, effect size (d) = 0.483; auditory skills r = 0.605 p &lt; 0.001, d = 0.366; visual skills r = 0.542, p &lt; 0.001, d = 0.294]. The intervention group also improved compared to its baseline measurements. Conclusion: These results show that implementing the STP in school settings can improve sensorimotor development, impacting auditory and visual skills in children aged 5-8. These intervention-based improvements are above and beyond biological maturation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.17632/pg7y56tyn5
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1463058
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1463058
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10566-024-09818-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 323
    Subjects:
      – SubjectFull: Sensory Training
        Type: general
      – SubjectFull: Sensory Integration
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Outcomes of Treatment
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      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Skill Development
        Type: general
    Titles:
      – TitleFull: The Efficacy of the Sensorimotor Training Program on Sensorimotor Development, Auditory and Visual Skills of Schoolchildren Aged 5-8 Years
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Erzsébet Stephens-Sarlós
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            NameFull: Patrick Stephens
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            NameFull: Attila Szabo
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
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              Value: 54
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              Value: 2
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            – TitleFull: Child & Youth Care Forum
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