The Effect Of A Sensory Activity Schedule (SAS) On The On-Task Behaviors Of Children With Autism Spectrum Disorders

ABSTRACT

Occupational Therapists often use interventions that support sensory processing. Interventions may include Ayres sensory integration, sensory based intervetnions or use of sensory input built into the childs routine. This quasi-experimental study explored the effects of a sensory activity schedule (SAS) on the on-task behaviors of children with Autism Spectrum Disorder (ASD) during independent work time. Using a single subject, A-B-A-B design with a non-SAS phase (A) and SAS phase (B), the type and frequency of prompts for completion of work tasks were recorded and analyzed from a convenience sample of 7 participants with ASD in a special education classroom. The results are mixed. Visual analysis of participant data demonstrated that all participants displayed level changes and an overall decrease in the mean number of cues they required to remain on-task, although there was a high variability within phases. These results suggest that child-specific sensory activities may have a positive effect on on-task behaviors during some tasks while having no effect at other times. The use of a SAS resulted in a decrease in teacher cues required for on-task behavior for some participants but had minimal or no impact for other participants. Additional research is needed.

KEYWORDS:

• Sensory activities
• ASD
• occupational therapy
• schools

Acknowledgments

The authors would like to thank the administration, staff, students, and families at the Education Center at the Watson Institute for their support of this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.