Sensory-Based Intervention for Children with Behavioral Problems: A Systematic Review

Yunus, Farahiyah Wan; Liu, Karen P.Y.; Bissett, Michelle; Penkala, Stefania

doi:10.1007/s10803-015-2503-9

Cited by 42 publications

(35 citation statements)

References 50 publications

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“…428 Nonbiological interventions used for symptoms of ASD are popular and have also been increasingly studied. There has been conflicting evidence regarding the effect of music therapy, 534 yoga, 535,536 massage, 537 and equine-assisted therapy 538,539 on the symptoms of ASD in children, but evidence does not support these therapies for treatment of the core deficits of ASD at this time. Evidence to date does not support the use of auditory integration training, in which an individual listens to altered sounds through headphones in an effort to change auditory or other processing.…”

Section: Areas Of Psychopharmacologic Researchmentioning

confidence: 99%

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

2020

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Autism spectrum disorder (ASD) is a common neurodevelopmental disorder with reported prevalence in the United States of 1 in 59 children (approximately 1.7%). Core deficits are identified in 2 domains: social communication/interaction and restrictive, repetitive patterns of behavior. Children and youth with ASD have service needs in behavioral, educational, health, leisure, family support, and other areas. Standardized screening for ASD at 18 and 24 months of age with ongoing developmental surveillance continues to be recommended in primary care (although it may be performed in other settings), because ASD is common, can be diagnosed as young as 18 months of age, and has evidenced-based interventions that may improve function. More accurate and culturally sensitive screening approaches are needed. Primary care providers should be familiar with the diagnostic criteria for ASD, appropriate etiologic evaluation, and co-occurring medical and behavioral conditions (such as disorders of sleep and feeding, gastrointestinal tract symptoms, obesity, seizures, attention-deficit/hyperactivity disorder, anxiety, and wandering) that affect the child' s function and quality of life. There is an increasing evidence base to support behavioral and other interventions to address specific skills and symptoms. Shared decision making calls for collaboration with families in evaluation and choice of interventions. This single clinical report updates the 2007 American Academy of Pediatrics clinical reports on the evaluation and treatment of ASD in one publication with an online table of contents and section view available through the American Academy of Pediatrics Gateway to help the reader identify topic areas within the report.

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Section: Areas Of Psychopharmacologic Researchmentioning

confidence: 99%

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

2020

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“…In recent years, studies assessing and comparing the effectiveness of two treatment approaches, Ayres' Sensory Integration (ASI) and sensory-based interventions (SBIs), both within the sensory integration therapy framework, have emerged (Watling & Hauer, 2015;Yunus, Liu, Bissett, & Penkala, 2015). ASI is a system, developed by Ayres and further expanded by her students and successors, based on broad treatment in order to improve the integration of sensory systems and thereby improve the child's functioning.…”

Section: Effectiveness Of Therapymentioning

confidence: 99%

“…A meta-analysis of studies on the effectiveness of SBIs was published by Yunus et al (2015). Of 132 papers identified as dedicated to this issue, only 14 met the criteria for inclusion in the analysis.…”

Section: Effectiveness Of Therapymentioning

confidence: 99%

“…However the general conclusion from the studies does not allow for a sense of certainty with regards to evidence for the effectiveness of SBIs. In both papers (Watling & Hauer, 2015;Yunus et al, 2015) suggestions are made to improve the quality of the research on SI intervention. The proponents and users of SI therapy, being aware of the serious necessity to introduce objective measures of its effects, are already making attempts to implement these suggestions.…”

Section: Effectiveness Of Therapymentioning

confidence: 99%

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Sensory processing disorders – diagnostic and therapeutic controversies

Borkowska¹

2017

Current Issues in Personality Psychology

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This article presents the current state of knowledge regarding the controversial issue of sensory integration dysfunction/sensory processing disorder. Symptoms are defined as impairments in the accurate reception and registering of stimuli, differentiation of stimulus intensity, and adequate reactivity to stimulation. They can be of specific character and occur in isolation and can also be a nonspecific element of a clinical picture of another disease entity. Psychophysiological and neuroimaging studies confirm the existence of both a distinct group of children with symptoms of sensory processing disorder diagnosed based on descriptions of behaviours listed in questionnaires and of a specific neurobiological basis of this disorder. In clinical practice, it is of key importance to determine whether behavioural problems observed in children are caused by disorders other than sensory processing disorders. Results of meta-analyses regarding sensory integration therapy are inconclusive and do not allow this form of treatment to be considered factbased. Future studies with high methodological standards are necessary in order to verify the effectiveness of different forms of sensory integration therapy. Parents should be informed about the existing limitations.

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“…Interventions which directly address participation in daily and school activities in children with ASD are limited (8). Intensive behavioral intervention as part of the Applied Behavioral Analysis approach is a commonly used intervention approach (9) which involves identifying children's behavioral problems and applying positive and negative reinforcement to enhance positive responses.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning versus Activity-based Intervention to Reduce Behavioral Problems and Enhance School-related Function for Children with Autism Spectrum Disorders: A Randomized Control Trial

Yunus

Bissett

Penkala

et al. 2019

Preprint

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Background: Self-regulated learning is an active learning cognitive approach which helps individuals to be aware of their own ability and environment and control their own learning. This study examined the therapeutic effects on reducing behavioral problems and enhancing school-related function in children with Autism Spectrum Disorders. Methods: Forty children (aged 6–12) were randomized into a 12-week self-regulated learning or activity-based group. Three outcome measures, assessing the behavioral problems and school-related function, were administered before and after the intervention and at one-month follow-up. The results between the two groups were also compared using two-way repeated measure multivariate analysis of variance tests. Results: Children in the self-regulated learning group reported a significant reduction in ‘Maladaptive Behavior’. Both groups showed better school-related function after the intervention with greater improvement found in the self-regulated learning group including ‘Functional Communication’, ‘Memory and Understanding’ and ‘Positive Interaction’. In the one-month follow-up, the self-regulated learning group showed significant better results in the ‘Maladaptive Behavior’ in addition to the ‘Functional Communication’, ‘Memory and Understanding’, ‘Following Social Conversations’, ‘Positive Interaction’ and ‘Behavior Regulation’ in the school-related function. Conclusions: The self-regulated learning and activity-based interventions are effective in enhancing school-related functions. In addition, the self-regulated learning intervention is effective in reducing behavioral problems of children with ASD. The SRL intervention was seen to be effective compared to the activity-based intervention with particular benefits for on-going learning and improvements. Trial registration: ClinicalTrials.gov, NCT02496819. Registered 14 July 2015.

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Sensory-Based Intervention for Children with Behavioral Problems: A Systematic Review

Cited by 42 publications

References 50 publications

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

Sensory processing disorders – diagnostic and therapeutic controversies

Self-Regulated Learning versus Activity-based Intervention to Reduce Behavioral Problems and Enhance School-related Function for Children with Autism Spectrum Disorders: A Randomized Control Trial

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