The aim of this study was to determine the efficacy of The Listening Program (TLP) in treating a child with pervasive developmental disorder-not otherwise specified (PDD-NOS). Using a single-subject case study design, one child with PDD-NOS was administered a 20-week TLP intervention focused on improving sensory processing and language function. Data collection included pre- and post-evaluations using video footage, and Sensory Profile and Listening Checklist questionnaires. Results of the study indicated improved behaviour and sensory tolerance in the post-intervention video footage, including active participation in singing and movements to song. Sensory Profile and Listening Checklist questionnaires indicated significant improvements in sensory processing, receptive/expressive listening and language, motor skills, and behavioural/social adjustment at the post-intervention assessment. Although small in scope, this study highlights the need for continued research by occupational therapists into sound-based interventions. Particularly, occupational therapists need to perform larger-scale studies utilizing TLP to verify the efficacy of this alternative treatment method.

Occupational therapists (OT) offer a wide range of therapies for individuals with ASD on the basis of specific deficits and difficulties. This chapter explores the role that OT plays, and the expertise, in relation to the interdisciplinary team. In addition, it discusses and presents empirical support for several therapeutic approaches commonly used by OTs working with individuals with ASD.

Date Presented 4/16/2015 Students’ perceptions of academic preparation and fieldwork indicate a clear disconnect that can lead to student frustration. Teachers and clinicians need to work together to support Accreditation Council for Occupational Therapy Education (ACOTE) Standard C.1.1 and to provide fieldwork that is in sync with classroom education and that enhances student outcomes. This study sought to determine the connection between students’ perceptions of occupational therapy academic preparation and clinical experiences, particularly Level I experiences.

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