Date Presented 04/04/19
This study explores whether sensorimotor strategies embedded in activity in a classroom have an effect on attention and in-seat behaviors in preschoolers with autism spectrum disorder. Providing sensorimotor strategies in the classroom experience can give children the opportunity to increase participation and self-regulatory behavior while improving attention for optimal performance in the least restrictive environment.
Primary Author and Speaker: Ashley Blough
Additional Authors and Speakers: Jeryl Benson, Elena Donoso Brown
Contributing Authors: Debbie Smitsky
PURPOSE: The purpose of this study was to determine the effects of sensorimotor strategies on improving the attention and in seat behavior of preschoolers with autism spectrum disorder (ASD). Often, these difficulties are correlated with lower rates of active engagement in the classroom for children with ASD (Sparapani, Morgan, Reinhardt, Schatschneider, & Wetherby, 2016). Inability to attend can be attributed to a number of internal factors, including functional anatomy (Belmonte & Todd, 2003) and sensory processing deficits, as well as external factors such as the complex sensory environment of a classroom (Ashburner et al., 2008). Use of sensorimotor strategies within the classroom is a simple approach that may support educational participation in classroom, though limited research currently exists regarding this topic.
DESIGN: This is a quasi-experimental study utilizing a single subject, A-B-A-B design with a sensorimotor phase (A) and a non-sensorimotor phase (B). A convenience sample was drawn, and children with a diagnosis of ASD in an integrated preschool classroom (8 typically developing children and 4 children with a diagnosis of ASD) were invited to participate. Three preschoolers with a diagnosis of ASD participated in the study (N=3).
METHOD: Data was collected via video of morning circle time in ten minute sessions, twice a week for four weeks. The videos were independently reviewed by two researchers (PI and student researcher). The videos were watched in random order and a tally of in seat behaviors and recorded length of attention to task was documented. An operational definition of attention was used to keep observations focused.
To determine inter-rater reliability both researchers viewed at least three of the same videotapes. The data was compared and the consistency between observers calculated. Once inter-rater reliability was above 80% calculated using an ICC model 2, each researcher viewed all tapes. Data collection is complete, and analysis is ongoing. Currently, data was analyzed using descriptive statistics that examined trends in the means in order to examine the results and draw preliminary conclusions.
RESULTS: Two key findings were noted through analysis procedures. First, there was found to be no observable difference in duration of in-seat behaviors with the use of sensorimotor strategies across the three participants. Second, in two out of the three participants, there were consistent changes in the average duration of attention between the sensorimotor (A) and non-sensorimotor (B) phases across both phase changes, with higher average attention for the sensorimotor phase (A). The third student demonstrated a similar pattern of change in the second A-B phase change but had no change during the first set.
Limitations include a short study duration, a small sample size, and a convenience sample. Preliminary results indicate support of the continued use of sensorimotor strategies as intervention to address inattention and/or behaviors of children with ASD in the classroom environment.
CONCLUSION: The findings suggest that sensorimotor strategies can be useful in increasing the average time a preschooler with ASD attends in the classroom. Sensorimotor strategies do not appear to impact in-seat behaviors.
IMPACT STATEMENT: Providing sensorimotor strategies embedded in the classroom activity affords the opportunity for both self-modulation and classroom participation, while also promoting attention for students with ASD. Implications include consultation with classroom staff to identify strategies to increase student engagement. The use of sensorimotor strategies is a non-invasive, cost-effective strategy that promotes educational participation.
References
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573. doi:10.5014/ajot.62.5.564
Belmonte, M. K. & Yurgelun-Todd, D. A. (2003). Functional anatomy of impaired selective attention and compensatory processing in autism. Cognitive Brain Research, 17(3), 651-664. doi:10.1016/S0926-6410(03)00189-7
Sparapani, N., Morgan, L., Reinhardt, V. P., Schatschneider, C., & Wetherby, A. M. (2016). Evaluation of classroom active engagement in elementary students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(3), 782-796. doi:10.1007/s10803-015-2615-2
