Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review

Weaver, Lindy

doi:10.5014/ajot.2015.017962

Cited by 45 publications

(37 citation statements)

References 34 publications

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“…The articles presented in this issue aim to expand the public perspective on occupational therapy practice by highlighting the breadth of occupational therapy practitioners' knowledge and skills. Four systematic reviews (Kuhaneck, Madonna, Novak, & Pearson, 2015;Tanner, Hand, O'Toole, & Lane, 2015;Watling & Hauer, 2015;Weaver, 2015) evaluate the literature published from 2006 to early 2013 regarding interventions within the scope of occupational therapy practice to address key aspects of behavior and performance in people with ASD and their impact on family functioning. Heathcock, Tanner, Robson, Young, and Lane (2015) present findings regarding knowledge and understanding of body functions and performance skills such as motor development.…”

Section: In This Issuementioning

confidence: 99%

Occupational Therapy: Meeting the Needs of Families of People With Autism Spectrum Disorder

Miller-Kuhaneck

Watling

2015

The American Journal of Occupational Therapy

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Occupational therapy has much to offer to families of people with autism spectrum disorder (ASD). However, people outside the profession may be unaware of occupational therapy's breadth and scope. It is our responsibility and our duty to express the full range of occupational therapy services through research, clinical practice, advocacy, and consumer education. This special issue of the American Journal of Occupational Therapy, with its focus on autism, embarks on this endeavor by highlighting research and theoretical articles that address the various aspects of occupational therapy practice that can help to fully meet the needs of people with ASD and their families.

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Section: In This Issuementioning

confidence: 99%

Occupational Therapy: Meeting the Needs of Families of People With Autism Spectrum Disorder

Miller-Kuhaneck

Watling

2015

The American Journal of Occupational Therapy

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“…The teacher suggested trying various sensory techniques she had heard were helpful in supporting attention and self-regulation, such as having Alejandro sit on a ball chair or special seat cushion, brushing his arms and legs, having him wear a weighted vest, and setting up a swing for him to use to support attention and self-regulation. Malcolm was familiar with the systematic review articles published in the American Journal of Occupational Therapy on effectiveness of interventions for children with sensory integration and processing challenges (Bodison & Parham, 2018;Pfeiffer et al, 2018;Schaaf et al, 2018) and of interventions for children with ASD (Miller Kuhaneck et al, 2015;Tanner et al, 2015;Watling & Hauer, 2015;Weaver, 2015), and he responded to the teacher's suggestions by sharing this evidence. He explained that insufficient evidence had been found for the use of ball chairs, seat cushions, brushing, weighted vests, and swinging when used as stand-alone sensory interventions or when used in the classroom (Bodison & Parham, 2018;Pfeiffer et al, 2018;Watling & Hauer, 2015).…”

mentioning

confidence: 99%

Occupational Therapy Interventions for Children and Youth With Challenges in Sensory Integration and Sensory Processing: A School-Based Practice Case Example

Clark¹,

Watling

Parham

et al. 2019

The American Journal of Occupational Therapy

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Evidence Connection articles provide case examples of how practice decisions may be informed by findings of systematic reviews sponsored by the American Occupational Therapy Association Evidence-Based Practice Project. This Evidence Connection article is the second article in a two-part series. The first article described a case report of occupational therapy provided to a child with a diagnosis of autism spectrum disorder and challenges in sensory integration in a clinic setting (Parham et al., 2019). This article describes the same child's occupational therapy service delivery by the occupational therapist working in the school setting. A lejandro is a 6.5-yr-old boy who attends first grade and lives with both parents and a typically developing older sister. His prenatal and birth history was unremarkable. Developmental milestones were met until age 18 mo, when his parents began to notice unusual behavior, including limited eye contact, failure to respond to his name, and repetitive movements. He received a diagnosis of autism spectrum disorder (ASD) at the age of 2 yr, 4 mo, and was found eligible for home-based early intervention services. When Alejandro was age 35 mo, the early intervention team recommended that he transition to an early childhood special education preschool. Alejandro's parents declined this option and chose instead to enroll him at age 3.5 yr in the preschool that his sister had attended. Within 6 mo, he was expelled because of disruptive behaviors. At age 4 yr, Alejandro was placed in a home day care setting with one other child. Struggles with social interactions and behavior challenges with daily routines continued in this setting, but the home day care provider was able to calm him most days. At age 5 yr, Alejandro was enrolled in kindergarten at his neighborhood public elementary school. Alejandro succeeded academically, but difficulties with peer interactions and compliance with classroom routines continued. In first grade, his challenges with self-regulation of behavior, social engagement with peers, and difficulty following classroom routines increased, particularly when he was required to remain seated for desk work. His teacher made several attempts to assist Alejandro by changing his placement in the classroom, providing frequent verbal cues, and encouraging friendship with another peer, but change was minimal. The teacher contacted Alejandro's parents and suggested scheduling a meeting to discuss how best to support Alejandro. Multitiered Systems of Support Teaming for Alejandro The school's problem-solving team, including an occupational therapist, scheduled a meeting with Alejandro's parents and his teacher. The teacher reviewed her concerns and described the strategies she had tried in the classroom to assist Alejandro. The parents shared his past day care challenges and their current concerns in the home, namely Alejandro's refusing to eat a variety of foods, running away or having a tantrum when he became upset, and refusing to work on coloring or writing activities. The t...

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“…These situations can be either independent or supported employment. Employment has been shown to improve quality of life, autistic symptoms, and executive functioning skills in people with autism (Weaver, 2015). Supported employment is more beneficial to people with autism than sheltered workshops with a work focus.…”

Section: Community-based Interventionmentioning

confidence: 99%

“…Supported employment also is more beneficial than independent work because many individuals with autism live a dependent life (Taylor et al, 2012). Technology has been reported to be an effective tool for vocational skill attainment (Weaver, 2015).…”

Section: Community-based Interventionmentioning

confidence: 99%

Caregiver Selection of Treatments for Their Child with Autism

Kurowski‐Burt¹

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This project was completed to understand what treatments caregivers are selecting for their child with autism and why treatments were selected and discontinued. Caregivers of children with autism participated in a mixed methods study. An online survey was completed (N=127) to identify treatments used for their child. Interviews were completed (n=14) to understand why treatments were selected and discontinued. Selection of medical, dietary, therapeutic, complimentary/ alternative medicine, community-based, behavioral, and educational treatments were mostly influenced by recommendations of others. Caregivers reported discontinuing because relationships and professionalism were lacking between provider and family. Providers must consider all the variables that influence caregivers' intervention selection to ensure caregiver follow through to encourage change.

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Effectiveness of Work, Activities of Daily Living, Education, and Sleep Interventions for People With Autism Spectrum Disorder: A Systematic Review

Abstract: Studies investigating interventions related to sleep are lacking. More studies are needed in all areas, presenting opportunities for the expansion of science-driven occupational therapy practice and research for people with ASD.

Cited by 45 publications

References 34 publications

Occupational Therapy: Meeting the Needs of Families of People With Autism Spectrum Disorder

Occupational Therapy: Meeting the Needs of Families of People With Autism Spectrum Disorder

Occupational Therapy Interventions for Children and Youth With Challenges in Sensory Integration and Sensory Processing: A School-Based Practice Case Example

Caregiver Selection of Treatments for Their Child with Autism

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