Quantifying Therapists’ Activities during Sensory Integration Treatment for Young Children with Autism

Abstract

Aims

There is limited research on the type and quantity of actions (activities) occupational therapy practitioners utilize when providing sensory integration treatment to children with Autism Spectrum Disorders (ASD).

Methods

A coding scheme identifying specific aspects of sensory integration treatment was developed and used to analyze 34 videos of 9 children with ASD, aged between 18 and 56 months, treated by 8 occupational therapists. Occupational therapists providing sensory integration treatment to children with ASD were behaviorally coded and rated using Observer XT, a software package designed for analysis of behavioral processes.

Results

Verbal communications, including offers, positive commands, and feedback, to facilitate engagement were the most frequent actions enacted by therapists. Proprioceptive activities were the most frequent sensory opportunities presented. Therapists received high ratings for sensitivity qualities.

Conclusions

The number of sensory opportunities and interactions the therapists provided suggest concordance with sensory integration treatment components in the clinical setting. General impression ratings indicate engagement between child and therapist may be an important aspect of sensory integration treatment for young children with ASD. Quantification of therapists’ actions can provide insight into the moment-to-moment decision-making and relationships between therapist and child during daily practice of sensory integration treatment.

Keywords:

• Sensory processing
• sensation
• autism
• pervasive developmental disorder
• service delivery
• health systems

Acknowledgements

The authors thank TherapyWest, Inc and Play Studio, Los Angeles, CA, and Pediatric Therapy Network, Torrance, CA for contributions to this study. The authors also thank Ozan Yay and Giorgio Gallini for their contributions to this study.

Disclosure statement

In accordance with Taylor & Francis policy and our ethical obligation as researchers the authors report the following disclosures: research grants, travel grants and honoraria for speaking/participation at meetings, relationships with organizations and funding bodies, and financial or business interests in a company that may be affected by the research reported in the enclosed paper. We have disclosed these interests fully to Taylor & Francis and have in place an approved plan for managing any potential conflicts arising from these involvements.

Additional information

Notes on contributors

Cristin M. Holland

Cristin M. Holland, MOT, OTR/L is a PhD Candidate in Occupational Science in the Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy at the University of Southern California. Cristin's clinical experience includes providing sensory integration-based interventions in pediatric private practice, mental health, and school-based settings.

Erna I. Blanche

Erna I. Blanche, PhD, OTR/L, FAOTA is Professor of Clinical Occupational Therapy in the Mrs. T.H. Chan Division of Occupational Science and Occupational Therapy at the University of Southern California. Dr. Blanche is an expert in pediatric occupational therapy, particularly using a sensory integration-based approach, and interventions based on occupational science.

Barbara L. Thompson

Barbara L. Thompson, PhD, is an Assistant Professor at Michigan State University in the College of Human Medicine's Department of Pediatrics and Human Development. Dr. Thompson is a behavioral neuroscientist who studies functional disruptions in social and emotional behavior and the underlying neurobiological mechanisms leading to those disruptions.