Impact of the Ready to Learn and Play Framework on Occupational Performance for Students with Autism in the School Setting: A Pilot Study

ABSTRACT

Individuals with autism spectrum disorder (ASD) often have sensory processing difficulties, which impact their participation in daily occupations. This pilot study investigated a newly developed Ready to Learn and Play sensory regulation framework for addressing sensory regulation challenges for individuals with ASD in a school setting. De-identified data were analyzed to compare Short Child Occupational Profile (SCOPE) scores at pretest and posttest for children receiving school-based occupational therapy programming alone or Ready to Learn and Play sensory regulation framework in addition to occupational therapy programming. Though both groups demonstrated improvement in occupational performance from pretest to posttest, the intervention group showed a statistically significant improvement (p= .000214) in SCOPE scores when compared to the control group. The Ready to Learn and Play framework shows promise as an emerging evidence-based intervention to positively impact student’s occupational performance in the school setting.

KEYWORDS:

• Autism spectrum disorder
• occupational performance
• sensory processing
• sensory regulation
• intervention