Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Abstract

The objective of this research is to determine whether the implementation of sensory activity schedule in a preschool classroom can increase the on-task behaviors of the students. Methods: Three students were recruited to participate in a quantitative multiple single subject design with qualitative follow-up study. The participants performed sensorimotor activities before circle time and were monitored for frequency of their off-task behavior using a time sampling frequency data collection. Afterwards, the head teacher was interviewed to discuss the experience. Results: Off-task behavior decreased from baseline on all three children, which supports the efficacy of sensory activity schedule in reducing off-task behavior. Cultural disconnect, classroom dynamics, and scheduling conflict were identified as barriers to successful implementation of sensory activity schedule. Conclusion: Occupational therapists are encouraged to conduct a needs assessment before starting a research to identify potential barriers. More research is needed to determine the longterm effectiveness of sensory activity schedule in a classroom.