How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom

Howe, Fiona E. J.; Stagg, Steven D.

doi:10.1007/s10803-015-2693-1

Cited by 88 publications

(79 citation statements)

References 43 publications

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“…Importantly, atypical sensory processing in children with ASD has been linked with poorer academic performance (Ashburner, Ziviani & Rodger, 2008). Ashburner et al (2008) suggest that maladaptive responses to classroom sensory environments can contribute to poorer academic achievement in these children (see also Howe & Stagg, 2016). It may be that a classroom heavily Running Head: Impact of classroom visual distraction on attention and learning in autism and typical development 8 decorated with displays is particularly stimulating for children with ASD, more so than the focus of lessons.…”

Section: Attention Distraction and Autism Spectrum Disordermentioning

confidence: 99%

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Hanley

Khairat

Taylor

et al. 2017

Developmental Psychology

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(2017) 'Classroom displays -attraction or distraction? Evidence of impact on attention and learning from children with and without autism.', Developmental psychology., 53 (7). pp. 1265-1275. Further information on publisher's website:Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Running Head: Impact of classroom visual distraction on attention and learning in autism and typical development 2 AbstractPaying attention is a critical first step towards learning. For children in primary school classrooms there can be many things to attend to other than the focus of a lesson, such as visual displays on classroom walls. The aim of this study was to use eye-tracking techniques to explore the impact of visual displays on attention and learning for children. Critically, we explored these issues for children developing typically and for children with autism spectrum disorder (ASD). Both groups of children watched videos of a teacher delivering classroom activities -two of 'story-time' and 2 mini-lessons.

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Section: Attention Distraction and Autism Spectrum Disordermentioning

confidence: 99%

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Hanley

Khairat

Taylor

et al. 2017

Developmental Psychology

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“…This approach is also important in helping people with hyposensitivity re-engage with their surroundings. Adolescent participants with ASD report difficulties in at least one sensory domain, particularly in sound and touch (Fernández-Andrés et al, 2015;Howe & Stagg, 2016). Active use of soundabsorbing materials (e.g.…”

Section: Designing For Sensory Well-beingmentioning

confidence: 99%

Creating and Testing a Sensory Well–Being Hub for Adolescents with Developmental Disabilities

Park

Nanda

Adams

et al. 2020

Journal of Interior Design

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While multisensory environments (or sensory rooms) are gaining traction in the learning environments, few studies have assessed the comparative effectiveness of specific elements and the link to individuals' unique sensory needs. This study describes the creation and evaluation of a sensory well‐being hub for diverse learners with developmental disabilities and distinct sensory profiles in a Chicago public high school. The sensory well‐being hub is a simple and adaptable freestanding structure with various sensory affordances, supporting a wide range of atypical sensory processing in neurodiverse individuals. Data were collected during one academic year using surveys, focus groups, field observations, sensor data, log‐in sheets, and student records. Results show that the hub was used for both scheduled (preventive) visits and unscheduled (spontaneously needed) ones. The most visited elements in the hub were a beanbag with weighted blanket, sensory cocoon with tensile fabric and a media wall, and a fidget wall with various components. The sensory affordances most often sought by users were compression, quietness, tactility, and proprioception. Students with autism spectrum disorders (ASD) differed from those without ASD in the ways they used sensory intervention even though the two groups were equivalent in sensory profiles (in thresholds for registration and active‐to‐passive response to stimuli). Based on the study findings, design suggestions were included to inform sensory hub design in other learning environments.

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“…Research indicates that the typically developed brain is influenced by life experiences that range from initial sensory experiences to early nutrient exposure/restriction or developmental adversities (Gutman & Nemeroff, 2003;Hensch, 2004;Taylor & Poston, 2007). While sensory issues may be easier to regulate in the home environment for youth who have homes where such regulation can occur, the school environment presents particular challenges that may heighten sensory issues for youth (Howe & Stagg, 2016;Fernández-Andrés, Pastor-Cerezuela, Sanz-Cervera, & Tárraga-Mínguezc, 2015). Here, we remind the reader that violence and aggression among youth is on the rise and it has made its way into schools.…”

Section: Development Of Brain Matter In Adolescentsmentioning

confidence: 99%

Untitled

2017

UCER-B

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In 2014, homicide and suicide were the second and third, respectively, largest killers of youth. Violence among youth appears to be increasing and aggression is prevalent in and out of school settings. This paper first summarizes what we think and we know about adolescent brain development from neuroscience and psychology. Next, we discuss the neural correlates of violence contextualizing information within adolescent brain development. Finally, we explore how mindfulness-based and compassion cultivation curriculum, which includes empathy, may positively influence the dysregulation of some of the known neural correlates of violence. The paper concludes with some recommendations for educators and policy-makers to consider in the development of curriculum that seeks to prevent violence and aggression among youth.

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How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom

Cited by 88 publications

References 43 publications

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Creating and Testing a Sensory Well–Being Hub for Adolescents with Developmental Disabilities

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