Your search
Results 4 resources
-
Importance: Play is an area of difficulty for autistic children, and occupational therapy practitioners need evidence to guide interventions to improve play for this population. Ayres Sensory Integration® (ASI) intervention has not yet been studied for its impact on play outcomes.Objective: To examine the impact of ASI intervention on play types in autistic children.Design: Nonconcurrent, multiple-baseline design across subjects.Setting: Outpatient occupational therapy clinic in New England.Participants: Three autistic children, ages 5, 6, and 6 yr.Intervention: Twenty-four ASI sessions.Outcomes and Measures: Frequency of play type was coded using partial interval coding. Progress monitoring used Goal Attainment Scaling.Results: All three participants demonstrated changes in the frequency of specific types of play, but changes varied among them.Conclusions and Relevance: Findings suggest that ASI intervention may alter a child’s patterns of play.What This Article Adds: This study is the first to examine the impact of ASI on play and the third that documents the feasibility of single-subject research for studying ASI. If confirmed in future studies, ASI could become an evidence-based intervention for improving play, an important outcome for autistic children and the profession of occupational therapy.Positionality Statement: This article uses the identity-first language autistic people. This nonableist language describes their strengths and abilities and is a conscious decision. This language is favored by autistic communities and self-advocates and has been adopted by health care professionals and researchers (Bottema-Beutel et al., 2021; Kenny et al., 2016).
-
School-based and early intervention occupational therapy evaluation is influenced by federal policy and prevailing ideas regarding best practice. Current best practice considers a child's performance in appropriate contexts and natural environments, as well as the impact of the environment on occupational functioning and participation across settings. As a recent report suggested 3.4% to 15.6% of children in a community sample of 4-year-olds may demonstrate sensory processing difficulties, occupational therapists should be familiar with multiple methods of assessment to address these concerns. One such assessment tool, the Sensory Processing Measure–Preschool (SPM-P) for children 2- to 5-years old, provides 8 scaled scores: Vision, Hearing, Touch, Body Awareness, Balance and Motion, Total Sensory System Score, Planning and Ideas, and Social Participation. Through discussion on the development, usage, and implementation of both Home and School forms, this article illustrates how the SPM-P provides a mechanism for preschool educational teams to meet best practice initiatives.
-
OBJECTIVE. The history and development of the Sensory Processing Measure–School are detailed, and findings of initial pilot studies are reported.METHOD. Multiple reviews, focus groups, case studies, and two pilot studies were used to develop the early versions of the tool. Internal consistency and discriminatory ability were examined.RESULTS. Internal consistency measured with Cronbach’s alphas ranged from .93 to .99 in the first pilot study and .70 to .99 in the second pilot study. Children who were typically developing were correctly classified 92.3% of the time, and children with sensory issues were correctly classified 72% of the time.CONCLUSION. Initial results suggest that the tool is reliable and valid and discriminates children with and without sensory processing issues. Further research is under way with larger samples.
-
Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.
Explore
Resource type
- Journal Article (4)
Publication year
-
Between 2000 and 2026
(4)
-
Between 2000 and 2009
(1)
- 2007 (1)
- Between 2010 and 2019 (2)
-
Between 2020 and 2026
(1)
- 2023 (1)
-
Between 2000 and 2009
(1)