Brief Report: Effects of Pressure Vest Usage on Engagement and Problem Behaviors of a Young Child with Developmental Delays

Abstract

The purpose of this study was to examine the effects of wearing a pressure vest for a young boy with developmental delays. An A-B-A withdrawal design was used to examine the relation between wearing the pressure vest and child behaviors during a preschool art activity. Although the data showed moderate variability, no systematic differences were found in child engagement when the vest was worn and when the vest was not worn and problem behavior increased when the vest was being worn. These results are discussed in the context of the study limitations. Implications for future research are provided.

The Effect of a Platform Swing on the Independent Work Behaviors of Children With Autism Spectrum Disorders

“…A recent review identified seven studies, four of which reported non-significant intervention results, leading to the reviewer conclusion that weighted vests are “ineffective” (Stephenson & Carter, 2009, p. 105). Three studies published after this review yielded similar negative and mixed findings for weighted vests (Hodgetts, Magill-Evans, & Misiaszek, 2011a, 2011b; Reichow, Barton, Good, & Wolery, 2009).…”

The Effects of Deep Pressure Therapies and Antecedent Exercise on Stereotypical Behaviors of Students With Autism Spectrum Disorders

“…Although advocates of the therapies have cited positive effects in research, those studies have serious methodological flaws (Losinski et al, 2016). High-quality studies examining these constructs have consistently shown insignificant and, in some cases, negative effects as a result of DPT (e.g., Reichow, Barton, Good, & Wolery, 2009; Reichow, Barton, Sewell, Good, & Wolery, 2010). The results of this study corroborate the findings of Reichow and colleagues (Reichow et al, 2009; Reichow et al, 2010), in that we did not find the DPT interventions to be effective.…”

Effectiveness of sensory processing strategies on activity level in inclusive preschool classrooms

“…The treatment effect in this study and in previous studies did not reach statistical significance, mainly because of the short intervention period. For example, Reichow et al reported a treatment period for a weighted vest lasting 20 school days,21 with intervention using the same method lasting for only 2 weeks in 2009 20. A longer intervention period could show a significant treatment effect.…”

“…These studies are limited to generalizations of clinical practice, while others focus on individual cases or other situations. Most of the earlier studies tested the use of a single sensory strategy, such as a weighted vest,12,14,15,20,21,24 ball chair,18 or seat cushion 6. Although these studies could discuss a single sensory strategy in depth, use of such a strategy is not sufficient to achieve the objective of educational plans at the individual level or to meet the needs of children in the classroom.…”

“…In addition, although previous sensory processing strategies are valid, some studies have revealed their negative effects due to methodological weakness19 or to the use of only one sensory processing strategy. For example, subjects in some studies could not direct their head or eyes to the teacher,21 and instead disturbed other children participating in class activity 20. Individual differences in physiological responses and the unique features of sensory processing cause sensory demands to vary according to person and time 25,26.…”