Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism

Mills, Caroline; Chapparo, Christine

doi:10.1111/1440-1630.12381

Cited by 17 publications

(30 citation statements)

References 36 publications

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“…Nineteen teachers from North South Wales, Australia, trained by occupational therapist to implement SAS identified their motivation for participating. Mills and Chapparo (2018) found that the teachers desired to acquire additional tools to help their students improve their focus and self-regulate in class. In addition, teachers were interested in finding evidence to the effectiveness of SAS (Mills & Chapparo, 2018).…”

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

“…Mills and Chapparo (2018) found that the teachers desired to acquire additional tools to help their students improve their focus and self-regulate in class. In addition, teachers were interested in finding evidence to the effectiveness of SAS (Mills & Chapparo, 2018). This information highlights the needs of the teachers and helps enhance future collaboration between the occupational therapist and teachers.…”

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

“…Teachers reported that the need for staff was not adjusted to offset the challenges of attending to one student who may be having difficulties with performing SAS, while still addressing the needs of the rest of the class. Besides the added work demands, teachers had difficulty completing documentation, writing a diary and collecting videos (Mills & Chapparo, 2018). The evaluation component is critical to the providing solid evidence to support the effectiveness of SAS.…”

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

“…Additionally, an ongoing support from the occupational therapist were available for the teachers throughout the implementation period. For this reason, the teachers viewed their experience as, "it wasn't like someone giving you a piece of paper and saying 'just do it'" (Mills & Chapparo, 2018). A professional relationship founded on recognizing each other's professional value is a backbone of a strong collaborative team approach.…”

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

“…The lack of time in the day was a major factor in program implementation as described by Mills and Chapparo (2018). The teachers who participated in the study by Mills and Chapparo (2018) found that the added work demand associated with implementing an SAS program was a key challenge. Similarly, the teacher who participated in this study faced similar difficulties.…”

Section: Follow-up Interviewmentioning

confidence: 99%

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Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Perez¹,

Wong²,

Perryman³

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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.

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Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

Section: Approaches and Barriers To Implementing Sasmentioning

confidence: 99%

Section: Follow-up Interviewmentioning

confidence: 99%

See 3 more Smart Citations

Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Perez¹,

Wong²,

Perryman³

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Selective Mutism in Children With and Without an Autism Spectrum Disorder: The Role of Sensory Avoidance in Mediating Symptoms of Social Anxiety

Ludlow

Osborne²,

Keville³

2022

J Autism Dev Disord

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Selective mutism in children with and without an autism spectrum disorder: The role of sensory avoidance in mediating symptoms of social anxietyDespite Selective Mutism (SM) and Autism Spectrum Disorder (ASD) often presenting together in clinical practice, there is no research to guide assessment processes (McKenna et al., 2017), with earlier editions of the DSM hindering professionals' readiness to diagnose ASD and SM together (Valaparla et al., 2018). While SM is currently characterised as an anxiety disorder in which individuals consistently fail to speak in specific social environments where it is expected, despite speaking in other situations, ASD is recognised by deficits in repetitive behaviours and social communication (APA, 2013). Children with ASD are vulnerable to developing SM due to their associated social anxiety (Settipani, et al., 2012;Sharkey & McNicholas, 2008), speech and language difficulties (Cohan et al., 2008;Müller et al., 2008), and sensory impairments, which can involve an under or over responsiveness to stimuli (Henkin & Bar-Haim, 2015). Therefore, this study aimed to explore the relationship between sensory behaviours and social anxiety in children with SM by comparing a group of children with SM both with, and without, an additional ASD diagnosis.SM is generally accepted as a behavioural response to anxiety (Young et al., 2012), where it is hypothesised that fear physically disables the throat or larynx (Ruiz & Klein, 2013;Sluckin & Smith, 2015). Consequently, SM's link with anxiety stems from its high co-occurrence with anxiety disorders in general (Cunningham, et al., 2006;Cunningham et al., 2004). Although individuals can outgrow SM, symptoms of co-occurring social anxiety disorder often persist (Sutton, 2013); it has been proposed that SM may either be a subtype of social anxiety (Sharkey & McNicholas, 2008;Steinhausen et al., 2006), a severe form of it (Scott & Beidel, 2011), a symptom of social anxiety disorder (Black & Uhde, 1995;Krysanski, 2003) or a developmental variant or pre-cursor to social anxiety disorder (Standart & Courteur, 2003). Yet, there are significant differences between SM and social anxiety disorder, where SM typically manifests 2 2 during early childhood (between 2 to 5 years old; Muris & Ollendick, 2015), compared to social anxiety disorder's later average age of onset of 13 years old (Leichsenring & Leweke, 2017); this makes the longitudinal course of SM less clear.Historical misunderstandings surrounding SM and ASD are evident, given it is now emerging that a high proportion of children with SM are recognised as showing ASD. For example, Kearney & Rede, (2021) found 68.5% of children with SM also presented with a developmental disorder with 46.3% presenting with both anxiety and developmental disorders, suggesting a strong relationship between a developmental delay, anxiety and SM. Additionally, when exploring the association with ASD within individuals identified with SM, a retrospective examination of Swedish medical records revealed that 63% had a form...

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Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

VanderKaay

Dix

Rivard

et al. 2021

International Journal of Disability, Development and Education

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Rehabilitation services in education settings are evolving from pullout interventions focused on remediation for children and youth with special education needs to inclusive whole-school tiered approaches focused on participation. A limited number of discipline-specific practice models for tiered services currently exist. However, there is a paucity of explanatory theory. This realist synthesis was conducted as a first step towards developing a middlerange explanatory theory of tiered rehabilitation services in education settings. The guiding research question was: What are the outcomes of successful tiered approaches to rehabilitation services for children and youth in education settings, in what circumstances do these services best occur, and how and why? An expert panel identified assumptions regarding tiered services. Relevant literature (n = 52) was located through a systematic literature review and was analysed in three stages. Several important contextual characteristics create optimal environments for implementing tiered approaches to rehabilitation services via three main mechanisms: (a) collaborative relationships, (b) authentic service delivery, and (c) reciprocal capacity building. Positive outcomes were noted at student, parent, professional, and systems levels. This first-known realist synthesis regarding tiered approaches to rehabilitation services in education settings advances understanding of the contexts and mechanisms that support successful outcomes.

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Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism

Cited by 17 publications

References 36 publications

Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Exploratory Application of a Sensory Activity Schedule in Head Start Preschool

Selective Mutism in Children With and Without an Autism Spectrum Disorder: The Role of Sensory Avoidance in Mediating Symptoms of Social Anxiety

Tiered Approaches to Rehabilitation Services in Education Settings: Towards Developing an Explanatory Programme Theory

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