Comparison of Antecedent Activities for Increasing Engagement in a Preschool Child with ASD during a Small Group Activity

Abstract

Antecedent-based interventions, including sensory integration-based interventions and physical exercise, are regularly used in clinical and educational settings despite the lack of high-quality research documenting their efficacy. This study analyzed the effect of two comparisons—wearing headphones and not wearing headphones, and the provision of three structured antecedent activities (gross motor activities, sensory based interventions, and seated work)—on the level of engagement, vocal stereotypy, and motor stereotypy in a young child with ASD during a small group setting. Results indicate that sensory-based interventions do not result in higher levels of engagement or decreased vocal or motor stereotypy when compared to structured physical activities or typical classroom conditions.