Date Presented 03/28/20
This study examined attentional inflexibility for children at elevated likelihood (EL) for autism spectrum disorder (ASD) through use of eye tracking. The results indicate that the EL-ASD group had significantly fewer attention shifts from an area of interest to the rest of the screen. While we only assessed a static activity, we believe attentional inflexibilities are also present during occupational engagement, which has implications for OT practice. OT strategies to address this will also be discussed.
Primary Author and Speaker: Stephanie Bristol
Additional Authors and Speakers: Susan Agostine
Contributing Authors: Aaron Dallman, Clare Harrop, Elizabeth Crais, Grace Baranek, Linda Watson
Date Presented 04/13/21
Sensory processing challenges are measured by caregiver report and clinician observation and affect many people with autism spectrum disorder and their caregivers. It is unclear how caregiver stress influences the correlation between scores on caregiver report and observational measures. The present analysis explores correlations between two formats of tools to assess sensory processing and indicates that caregiver stress moderates the association between sensory-seeking scores on the measures.
Primary Author and Speaker: Emily Campi
Additional Authors and Speakers: Abdullah S. Alsaeed, Kecia Doyle, Shanda N. Geil, and Kristen A. Pickett
Contributing Authors: Noah T. Herzog
The human sensory system is continuously engaged in experiencing and interpreting every interaction with other living beings, objects, and the environment. The purpose of this article is to describe the impact limited opportunities for rich sensory experiences have on students with severe disabilities in two middle school classrooms situated in a public separate school in the southeastern USA. The study employed a postcritical ethnographic approach and grounded theory thematic analysis of fieldnotes gathered over a two-year period. Three major themes supported by the data are presented and discussed in depth. They are: (a) students are afforded limited sensory rich experiences, (b) everyday routines make students passive recipients to school, and (c) instructional approaches result in little interaction with extended periods of waiting. The implications of the findings for improved sensory experiences and possible future directions are described.
Date Presented 03/28/20
Sensory-processing challenges are measured by caregiver report and clinician observation and affect many people with autism spectrum disorder and their caregivers. It is unclear how caregiver stress influences the correlation between scores on caregiver reports and observational measures. The present analysis explored correlations between two formats of tools to assess sensory processing and indicated that caregiver stress moderates the association between sensory-seeking scores on the measures.
Primary Author and Speaker: Emily Campi
Additional Authors and Speakers: Cristin Holland, Susan Agostine, Stephanie Bristol
Contributing Authors: John Sideris, Emily Sopkin, Yun-Ju Chen, Elizabeth Choi, Aaron Dallman, Amanda Wiles, Linda Watson, Elizabeth Crais, Grace Baranek
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