The purpose of this phenomenological study was to obtain caregivers’ perspectives on the impact of the sensory environment on participation in daily activities of their young children with autism spectrum disorders (ASD). Interviews were completed with 34 caregivers of children with ASD ages 3–7 yr. Results strongly suggest that parents and caregivers were pivotal in enabling participation for their children through the implementation of specific strategies and a parental decision-making process. The decision-making process considered amount of effort necessary to support participation and whether participation in a given activity was perceived as essential or nonessential. Strategies enabled participation and reduced the effort required to support the child’s participation. Strategies either directly related to the sensory factors of the environment or focused on reducing behavioral responses associated with sensory factors. In this study, we identified important considerations to enhance participation in the home and community environments for children with ASD.

Sensory processing is recognized as impacting participation for preschool children with autism spectrum disorder (ASD). Little research exists to examine the impact of the sensory environment on the participation patterns of children with ASD, specifically from a contextual standpoint. The researchers in this study examined the viewpoint of teachers and occupational therapists on the sensory-related environmental barriers to participation within the preschool context. Qualitative descriptive methodology was used for data collection and analysis. Thirteen preschool teachers and occupational therapists were interviewed. Sensory aspects of the environment both inhibited and enhanced participation. Physical and temporal components of the environment are identified as being the most influential. Modifications of the environment are identified as increasing participation. It is important to consider the sensory aspects of the environment, in addition to the sensory processing patterns of the person in assessment and intervention planning within the preschool environment.

Importance: The impact of sensory processing challenges on occupational participation is underrepresented by existing measurement tools even though these outcomes are highly prioritized by families. The Participation and Sensory Environment Questionnaire–Home Scale (PSEQ–H) is a parent-report assessment designed to evaluate the impact of the sensory environment on young children’s participation in home-based activities. Objective: To describe the psychometric evaluation of the PSEQ–H, including the tool’s structural validity; item difficulty, discrimination, and bias; reliability; and construct validity. Design: Psychometric field study. Setting: Community. Participants: Three hundred four parents of children ages 2–7 yr (167 parents of children with autism spectrum disorder). Method: Parent-report PSEQ–H data were factor analyzed, calibrated using Item Response Theory, and evaluated for construct validity. Results: The final PSEQ–H is a reliable and valid 15-item parent-report measure of the sensory environment’s impact on children’s dressing, self-care, sleep, and social and play activities. Conclusions and Relevance: The PSEQ–H can be used to plan and evaluate the effectiveness of interventions for reducing the impact of the sensory environment on children’s participation in home-based tasks and activities. What This Article Adds: The PSEQ–H measures how young children’s sensory environments influence their participation at home. The measure can be used to plan and evaluate occupational therapy interventions that aim to reduce sensory processing–related barriers to children’s completion of developmentally salient activities.

Qualitative methodology was used to develop items for a questionnaire designed to examine the perspectives of parents regarding the impact of the sensory environment on participation for children aged 3 to 5 who have autism spectrum disorders (ASD). A total of 34 parents/caregivers of children with ASD and 8 experts in ASD and/or measurement completed qualitative interviews for concept, content review, and cognitive interviewing. The result was a pool of 35 items for home/community domains for 3 scales. The outcome of this study was the development and content validation of the Participation and Sensory Environment Questionnaire (PSEQ).

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