Effects of Sensory Diets: A Single Subject Study

Autor/inn/en	Pingale, Vidya; Fletcher, Tina S.; Candler, Catherine; Pickens, Noralyn; Dunlap, Karen
Titel	Effects of Sensory Diets: A Single Subject Study
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 15 (2022) 2, S.165-180 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pingale, Vidya) ORCID (Dunlap, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.1941492
Schlagwörter	Sensory Experience; Autism Spectrum Disorders; Occupational Therapy; Special Education; Students with Disabilities; Elementary School Students; Interpersonal Competence; Learner Engagement; Student Behavior; Behavior Change; Intervention; Perceptual Impairments; Stimulation; Preschool Children; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Behavior Assessment System for Children + Suchen Sie Ihr Suchwort? Sinnerfahrung; Autism; Autismus; Beschäftigungstherapie; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Perceptual handicaps; Wahrnehmungsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	To compare the effect of sensory diets on children's sensory processing, psychosocial skills, and classroom engagement to a control intervention of non-therapeutic fine-motor or visual activities. A single-subject ABCA experimental design was used with five children attending prekindergarten through fourth-grade special education in an urban public school. Investigators measured target behaviors individualized for each participant in sensory processing skills, psychosocial skills, and classroom engagement. Data were analyzed visually and statistically. Sensory diets may have changed participants' sensory processing, psychosocial skills, and classroom engagement behaviors. However, target behaviors for each participant responded to sensory diets differently. Control intervention of non-therapeutic fine-motor visual activities did not change these behaviors. Positive and individualized changes in sensory processing, psychosocial, and classroom engagement behaviors were noted for each of the five children when sensory diets were administered in brief sessions throughout a school day. Changes did not occur in response to control intervention sessions indicating the sensory aspects of the intervention may have had influence. Future study is needed to demonstrate a causal relationship between sensory diets and classroom behaviors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01