Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework

Ashburner, Jill; Rodger, Sylvia; Ziviani, Jenny; Hinder, Elizabeth A.

doi:10.1177/0008417413520440

Cited by 44 publications

(45 citation statements)

References 57 publications

(68 reference statements)

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“…The scheduling of activities at predictable times and prior to difficult tasks may have contributed to LR being able to predict and learn to 'get ready' for task performance. This finding is consistent with literature that advocates provision of set opportunities to engage in sensory input throughout the school day may enable participation (Ashburner et al, 2014). Second, the results demonstrated a reduction in challenging behaviours during events that were not assessed as sensory.…”

Section: Discussionsupporting

confidence: 91%

“…Understanding the triggers to a child's behaviour is essential, as without this it is unlikely that any behaviour strategy will be sustainable. Although behaviours triggered by sensory processing difficulties within the school setting have been found to present a significant barrier to successful school participation (Ashburner, Rodger, Ziviani, & Hinder, 2014), few studies have considered the impact of different sensory environments and activities on the learning experiences of children with ASD. Brown and Dunn (2010) found significant differences in sensory processing in children with ASD across home and school settings where associated behaviours appeared to be due to sensory differences in those environments.…”

Section: Introductionmentioning

confidence: 99%

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Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

Mills¹,

Chapparo²

2016

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Many students with autism and intellectual disability demonstrate atypical sensory behaviours which impact on their schooling. Few studies provide empirical support for teachers using planned sensory activities in special education classrooms. Aim: To determine whether a classroom based Sensory Activity Schedule (SAS) improves behavioural outcomes for one student with ASD who demonstrated atypical sensory processing and associated challenging behaviour. Methods: Critical case study methods were used to describe changes in the frequency of challenging behaviour "incidents" recorded for one eight year old student with autism over one school term during implementation of a Sensory Activity Schedule. Results: There was a reduction in the reported frequency of challenging behaviour incidents which were associated with sensory triggers over one school term. Conclusion: When applied with caution, in context, and with appropriate training, a Sensory Activity Schedule was associated with a reduction in challenging behaviour incidents for one student with autism during classroom activities.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

Mills¹,

Chapparo²

2016

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“…Second, task modification such as use of visual schedules (Knight, Sartini & Spriggs, ). Third, opportunities for additional sensory inputs through movement breaks or exercise have been used to maintain or extend participation (Ashburner et al …”

Section: Introductionmentioning

confidence: 97%

Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism

Mills

Chapparo

2017

Aus Occup Therapy J

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Background/aim Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. Methods A qualitative descriptive approach was used to analyse semi‐structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Findings Three main categories and eight sub‐categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Conclusion Collaboration with classroom teachers is an essential part of school‐based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools.

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“…This study assessed the feasibility of a new 8-week CBT-based intervention to manage sensory processing difficulties. The intervention is the first sensory self-regulatory intervention programme for adolescents on the autism spectrum, embracing both current theories of autistic perception (Frith, 2003;Pellicano & Burr, 2012) and the autistic experience (Ashburner et al, 2014a), through its focus on bringing the cognitions, emotions, and responses involved in sensory experiences to awareness.…”

Section: Discussionmentioning

confidence: 99%

The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum

Edgington

Hill

Pellicano

2016

Research in Developmental Disabilities

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Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework

Abstract: The implications of this framework for future research, education, and practice are discussed. The clinical utility of the framework now needs to be tested.

Cited by 44 publications

References 57 publications

Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism

The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum

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