The Effect of a Sensory Activity Schedule (SAS) on the On-Task Behaviors of Children with Autism Spectrum Disorders

Autor/inn/en	Benson, Jeryl D.; Blaskowitz, Meghan G.; Collins, Aleyna; Smitsky, Deborah; Chippich, Erica; Connell, Claire
Titel	The Effect of a Sensory Activity Schedule (SAS) on the On-Task Behaviors of Children with Autism Spectrum Disorders
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 15 (2022) 4, S.439-454 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2021.2003734
Schlagwörter	Autism Spectrum Disorders; Time on Task; Occupational Therapy; Intervention; Sensory Training; Scheduling; Children; Program Effectiveness; Cues; Perceptual Impairments; Students with Disabilities + Suchen Sie Ihr Suchwort? Autism; Autismus; Zeitaufwand; Beschäftigungstherapie; Sensorische Erziehung; Disposition; Child; Kind; Kinder; Stichwort; Perceptual handicaps; Wahrnehmungsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Occupational Therapists often use interventions that support sensory processing. Interventions may include Ayres sensory integration, sensory based interventions 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01