Use of the STAR PROCESS for Children with Sensory Processing Challenges (original) (raw)
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The Open Journal of Occupational Therapy, 2018
Background: This study investigated the impact of an intensive, short-term program that incorporates the principles of sensory integration and relationship-based therapies with extensive parent collaboration. The goals were to identify measures sensitive to change and explore the relation between sensory modulation characteristics and change in behavior after intervention. Method: A retrospective chart review examined routine clinical data pre-post intervention from 179 children identified with sensory processing challenges without comorbid autism. Change in measures of adaptive behavior, emotional functioning, sensory-related behaviors, and motor functioning were evaluated. Relations between sensory modulation and behavior were explored. Results: Improvements were noted from pretreatment to postreatment on all measures of adaptive behavior, problem behaviors, sensory-related functions, and measures of motor function. Sensory craving symptoms were associated with a significant reduction in externalizing and behavior problems after intervention. Conclusion: This study provides preliminary support for the effectiveness of a novel treatment approach.
The American journal of occupational therapy : official publication of the American Occupational Therapy Association
Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population. The issue is that occupational therapy practitioners must treat the whole client in varied environments; to do so effectively, multiple approaches to intervention often are required. This article presents a framework for conceptualizing interventions for children with differences in sensory processing and integration that incorporates multiple evidence-based approaches. To best meet the needs of the children and families seeking occupational therapy services, interventions must be focused on participation and should be multifaceted.
2006
The occupation of play during one's childhood years serves as a foundation for the development of future occupations in an individual's life. By understanding a child's extant play skills and deficits, one may then provide the necessary interventions needed to promote development and successful growth into new occupations. The purpose of this paper was to understand how a child with sensory processing deficits plays in a naturalistic environment. The findings revealed an interplay between the child's underlying sensory processing deficits and his play skills and behaviors. Increased understanding of how a child with sensory processing deficits plays will provide information for other occupational therapists and help in the treatment of children with similar deficits. Citation: Benson, J. Nicka, M., Stern, P. How does a child with sensory processing problems play? Abstract The occupation of play during one's childhood years serves as a foundation for the developme...
American Journal of Occupational Therapy, 2010
Twenty-seven studies were systematically reviewed to identify, evaluate, and synthesize the research literature on the effectiveness of sensory integration (SI) intervention on the ability of children with difficulty processing and integrating sensory information to engage in desired occupations and to apply these findings to occupational therapy practice. Results suggest the SI approach may result in positive outcomes in sensorimotor skills and motor planning; socialization, attention, and behavioral regulation; reading-related skills; participation in active play; and achievement of individualized goals. Gross motor skills, self-esteem, and reading gains may be sustained from 3 mo to 2 yr. Findings may be limited by Type II error because of small sample sizes, variable intervention dosage, lack of fidelity to intervention, and selection of outcomes that may not be meaningful to clients and families or may not change with amount of treatment provided. Replication of findings with methodologically and theoretically sound studies is needed to support current findings. May-Benson, T. A., & Koomar, J. A. (2010). Systematic review of the research evidence examining the effectiveness of interventions using a sensory integrative approach for children.
The American journal of occupational therapy : official publication of the American Occupational Therapy Association
This single-subject study explored the effects of sensory integrative-based occupational therapy provided in an outpatient clinic on the functional behaviors of two young children with pervasive developmental disorder (PDD) at home. The participants were two 3-year-old boys with PDD. Before the study, the participants had not received a consistent program of sensory integrative-based occupational therapy. Before the baseline phase, three target behaviors were identified for each child, using an adapted version of Cook's revised Functional Behavior Assessment for Children with Sensory Integrative Dysfunction. These target behaviors were operationalized and used as repeated measures taken in the home during both the 2-week baseline and treatment phases. The treatment phase was 11 weeks for Participant 1 and 7 weeks for Participant 2. Both participants displayed significant improvements in the areas of social interaction, approach to new activities, response to holding or hugging, ...
Effectiveness of a Sensory Rich Early Intervention Program
2014
This presentation focuses on the description of the interdisciplinary manualized early intervention program for 18 to 36 month old children which embeds sensory strategies and yields results in the motor, language, and cognitive areas
American Journal of Occupational Therapy, 2019
Evidence Connection articles provide case examples of how practice decisions may be informed by findings of systematic reviews sponsored by the American Occupational Therapy Association Evidence-Based Practice Project. This Evidence Connection article is the second article in a two-part series. The first article described a case report of occupational therapy provided to a child with a diagnosis of autism spectrum disorder and challenges in sensory integration in a clinic setting (Parham et al., 2019). This article describes the same child's occupational therapy service delivery by the occupational therapist working in the school setting. A lejandro is a 6.5-yr-old boy who attends first grade and lives with both parents and a typically developing older sister. His prenatal and birth history was unremarkable. Developmental milestones were met until age 18 mo, when his parents began to notice unusual behavior, including limited eye contact, failure to respond to his name, and repetitive movements. He received a diagnosis of autism spectrum disorder (ASD) at the age of 2 yr, 4 mo, and was found eligible for home-based early intervention services. When Alejandro was age 35 mo, the early intervention team recommended that he transition to an early childhood special education preschool. Alejandro's parents declined this option and chose instead to enroll him at age 3.5 yr in the preschool that his sister had attended. Within 6 mo, he was expelled because of disruptive behaviors. At age 4 yr, Alejandro was placed in a home day care setting with one other child. Struggles with social interactions and behavior challenges with daily routines continued in this setting, but the home day care provider was able to calm him most days. At age 5 yr, Alejandro was enrolled in kindergarten at his neighborhood public elementary school. Alejandro succeeded academically, but difficulties with peer interactions and compliance with classroom routines continued. In first grade, his challenges with self-regulation of behavior, social engagement with peers, and difficulty following classroom routines increased, particularly when he was required to remain seated for desk work. His teacher made several attempts to assist Alejandro by changing his placement in the classroom, providing frequent verbal cues, and encouraging friendship with another peer, but change was minimal. The teacher contacted Alejandro's parents and suggested scheduling a meeting to discuss how best to support Alejandro. Multitiered Systems of Support Teaming for Alejandro The school's problem-solving team, including an occupational therapist, scheduled a meeting with Alejandro's parents and his teacher. The teacher reviewed her concerns and described the strategies she had tried in the classroom to assist Alejandro. The parents shared his past day care challenges and their current concerns in the home, namely Alejandro's refusing to eat a variety of foods, running away or having a tantrum when he became upset, and refusing to work on coloring or writing activities. The team requested that the school occupational therapist, Malcolm, provide
American Journal of Occupational Therapy, 2010
This literature review was completed as part of the Evidence-Based Literature Review Project of the American Occupational Therapy Association to explore the effectiveness of occupational therapy interventions with children and adolescents experiencing difficulty processing and integrating sensory information. This part of the review focused on interventions other than the sensory integration approach. Twenty articles (reporting on 21 studies) met the inclusion criteria. This systematic review found that children with difficulty processing and integrating sensory information and difficulties with the performance of daily occupations can benefit from intervention. However, the great variability that characterizes this literature in terms of populations, interventions, and study quality precludes the formation of any firm conclusions regarding specific approaches. There is an urgent need for well-controlled studies examining the effectiveness of frequently used pediatric occupational t...
American Journal of Occupational Therapy, 2019
Evidence Connection articles provide case examples of how practice decisions may be informed by findings of systematic reviews sponsored by the American Occupational Therapy Association Evidence-Based Practice Project. This Evidence Connection article is the second article in a two-part series. The first article described a case report of occupational therapy provided to a child with a diagnosis of autism spectrum disorder and challenges in sensory integration in a clinic setting (Parham et al., 2019). This article describes the same child's occupational therapy service delivery by the occupational therapist working in the school setting. A lejandro is a 6.5-yr-old boy who attends first grade and lives with both parents and a typically developing older sister. His prenatal and birth history was unremarkable. Developmental milestones were met until age 18 mo, when his parents began to notice unusual behavior, including limited eye contact, failure to respond to his name, and repetitive movements. He received a diagnosis of autism spectrum disorder (ASD) at the age of 2 yr, 4 mo, and was found eligible for home-based early intervention services. When Alejandro was age 35 mo, the early intervention team recommended that he transition to an early childhood special education preschool. Alejandro's parents declined this option and chose instead to enroll him at age 3.5 yr in the preschool that his sister had attended. Within 6 mo, he was expelled because of disruptive behaviors. At age 4 yr, Alejandro was placed in a home day care setting with one other child. Struggles with social interactions and behavior challenges with daily routines continued in this setting, but the home day care provider was able to calm him most days. At age 5 yr, Alejandro was enrolled in kindergarten at his neighborhood public elementary school. Alejandro succeeded academically, but difficulties with peer interactions and compliance with classroom routines continued. In first grade, his challenges with self-regulation of behavior, social engagement with peers, and difficulty following classroom routines increased, particularly when he was required to remain seated for desk work. His teacher made several attempts to assist Alejandro by changing his placement in the classroom, providing frequent verbal cues, and encouraging friendship with another peer, but change was minimal. The teacher contacted Alejandro's parents and suggested scheduling a meeting to discuss how best to support Alejandro. Multitiered Systems of Support Teaming for Alejandro The school's problem-solving team, including an occupational therapist, scheduled a meeting with Alejandro's parents and his teacher. The teacher reviewed her concerns and described the strategies she had tried in the classroom to assist Alejandro. The parents shared his past day care challenges and their current concerns in the home, namely Alejandro's refusing to eat a variety of foods, running away or having a tantrum when he became upset, and refusing to work on coloring or writing activities. The team requested that the school occupational therapist, Malcolm, provide