The everyday routines of families of children with autism

This study examined sensory differences and mealtime behaviors in children with autism spectrum disorder (ASD; n 5 34) and compared the results with those of similarly aged peers who were typically developing (TD; n 5 34). Results from parent-report and child-report questionnaires indicated that children with ASD scored significantly differently from TD peers on the measures of sensory differences and eating behaviors. Data also supported a correlation between sensory differences and eating difficulties in children with ASD. The results of this study will help caregivers and their children with ASD identify problem eating behaviors that may be associated with sensory differences. Sensory strategies and techniques offered by occupational therapy practitioners may contribute to greater success during mealtimes for children with ASD and their families, with increased comfort and less stress. The findings also support a need to further explore the influence of sensory differences on mealtime behaviors.

Section: Discussionsupporting

confidence: 82%

mentioning

confidence: 99%

Sensory Differences and Mealtime Behavior in Children With Autism

Zobel-Lachiusa

Andrianopoulos

Mailloux

et al. 2015

“…C hildren with autism spectrum disorder (ASD) often demonstrate unusual responses to sensory stimuli (i.e., sensory features; Baranek, Little, Parham, Ausderau, & Sabatos-DeVito, 2014;Ben-Sasson et al, 2009;Schaaf & Lane, 2015), which can present challenges for families in daily life (Bagby, Dickie, & Baranek, 2012;Lane, Young, Baker, & Angley, 2010;Schaaf, Toth-Cohen, Johnson, Outten, & Benevides, 2011). Sensory features in children with ASD have been classified into four sensory response patterns in a recent factor analytic study : hyperresponsiveness (i.e., an exaggerated response to sensory stimuli); hyporesponsiveness (i.e., a delayed or lack of response to sensory stimuli); enhanced perception (i.e., superior acuity of sensory stimuli); and sensory interests, repetitions, and seeking behaviors (i.e., fascination with or craving for intense sensory stimuli).…”

mentioning

confidence: 99%

Development and Pilot of the Caregiver Strategies Inventory

Kirby

Little

Schultz

et al. 2016

MeSH TERMSadaptation, psychological autism spectrum disorder caregivers perceptionChildren with autism spectrum disorder often demonstrate unusual behavioral responses to sensory stimuli (i.e., sensory features). To manage everyday activities, caregivers may implement strategies to address these features during family routines. However, investigation of specific strategies used by caregivers is limited by the lack of empirically developed measures. In this study, we describe the development and pilot results of the Caregiver Strategies Inventory (CSI), a supplement to the Sensory Experiences Questionnaire Version 3.0 (SEQ 3.0; Baranek, 2009) that measures caregivers' strategies in response to their children's sensory features. Three conceptually derived and empirically grounded strategy types were tested: cognitive-behavioral, sensory-perceptual, and avoidance.Results indicated that the CSI demonstrated good internal consistency and that strategy use was related to child age and cognition. Moreover, parent feedback after completing the CSI supported its utility and social validity. The CSI may be used alongside the SEQ 3.0 to facilitate a family-centered approach to assessment and intervention planning.

“…In the current conceptualization, the term environment includes both the physical environment, such as the home and the classroom, and the cultural, social, temporal, and virtual environments (AOTA, 2014). For example, some sensory aspects of the physical environment can diminish a child's ability to learn and participate in important daily activities (Barrett, Zhang, Moffat, & Kobbacy, 2013;Reynolds et al, 2011;Schaaf, Toth-Cohen, Johnson, Outten, & Benevides, 2011). Classroom environments can be stimulating (Choi & McPherson, 2005;Crandell & Smaldino, 2000;Shield & Dockrell, 2003), and visual and auditory stimuli in particular may distract students from learning activities (Fisher, Godwin, & Seltman, 2014;Godwin & Fisher, 2011;Klatte, Bergström, & Lachmann, 2013).…”

Section: Environmental Supports and Adaptationsmentioning

confidence: 99%

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

Reynolds

Glennon

Ausderau

et al. 2017

Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.