Addressing Sensory Needs for Children With Autism Spectrum Disorder in the Classroom

Abstract

Despite substantial comorbidity of sensory dysfunction and autism spectrum disorder (ASD), there are few evidence-based sensory interventions for educators to implement in their classrooms. Nonetheless, recent research has found that early childhood educators are frequently implementing sensory strategies in the classroom despite this lack of evidence. This article provides educators with an evidence-informed roadmap for choosing interventions to address sensory needs in children with ASD, and steps for implementing and evaluating the impact of these interventions in their classrooms. Each child with ASD is unique, and therefore it is imperative to work with an occupational therapist to determine the child’s sensory processing needs and tailor interventions to meet these individualized needs.

Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults

“…PRT’s emphasis on child choice appears to make it excel in terms of Individualization of Intervention, as many participants pointed out how sometimes the children in the videos appeared happy, but that not all autistic individuals would enjoy certain activities. Therefore, clinicians must keep in mind the necessity of tailoring interventions to the child’s sensory needs (Dynia et al, 2022 )—not just in terms of activities, but also with regards to the environmental set-up (room lights, ambient sounds, etc.). This requires frequent check-ins and constant re-evaluation of the child’s sensory needs and preferences, and consultation with an occupational therapist is encouraged.…”

The Parent-completed Glasgow Sensory Questionnaire: Exploring Children’s Sensory Sensitivities and Their Relationship to Well-being

“…Their sensory profile could then be written into their support plan (e.g., into their Educational, Health and Plan [EHCP] for schools in England where we tested). This type of application could be particularly beneficial because significant improvements are known to be found when environments are adapted for children's sensory needs (Dynia et al, 2022). Our novel tool, completed quickly and simply by their parents, would therefore be highly valuable.…”

“…For example, a child with hypo-sensitivities is likely to miss information in the classroom from sensory dampening (e.g., not hearing the teacher) while a child with hyper-sensitivities (e.g., aversion to loud noise) may find the classroom a stressful environment, potentially leading to disruptive behaviour (Cheng & Boggett-Carsjens, 2005). Knowing the triggers and behavioural patterns of children with sensory sensitivities, as well as how to test for them, can enable schools to adapt (Dynia et al, 2022;Goodman-Scott & Lambert, 2015).…”