J Case-Smith1, T Bryan. 1. Ohio State University, Columbus 43210, USA. Case-smith.1@osu.edu
Abstract
OBJECTIVE: Using single-subject research design, the effects of an occupational therapy intervention emphasizing sensory integration with five preschool children with autism were examined. METHOD: In the AB design, nonengagement, mastery play, and interaction were measured, using videotape clips of each child's free play in the preschool. Following a 3-week baseline, an occupational therapist provided one-on-one sessions and consultation to teachers for 10 weeks. RESULTS: When baseline and intervention phases were compared, four children demonstrated decreased frequency of nonengaged behavior, and three demonstrated increased frequency of mastery (goal-directed) play. Improvements in frequency of interaction were minimal. CONCLUSION: The results support descriptions in the literature regarding the behavioral changes that children with autism can make when participating in intervention using a sensory integration approach.
OBJECTIVE: Using single-subject research design, the effects of an occupational therapy intervention emphasizing sensory integration with five preschool children with autism were examined. METHOD: In the AB design, nonengagement, mastery play, and interaction were measured, using videotape clips of each child's free play in the preschool. Following a 3-week baseline, an occupational therapist provided one-on-one sessions and consultation to teachers for 10 weeks. RESULTS: When baseline and intervention phases were compared, four children demonstrated decreased frequency of nonengaged behavior, and three demonstrated increased frequency of mastery (goal-directed) play. Improvements in frequency of interaction were minimal. CONCLUSION: The results support descriptions in the literature regarding the behavioral changes that children with autism can make when participating in intervention using a sensory integration approach.