Date Presented 04/06/19
An observation tool was developed and used to record children’s responses to sensory stimuli during play in the community setting. Results suggest significant relationships between high intensity tactile and movement stimuli, and affect. These findings are important for helping to better understand a child’s sensory processing in natural play environments, selecting activities based on sensory properties, and supporting the development of sensory friendly times in the community.
Primary Author and Speaker: Kelle DeBoth
Additional Authors and Speakers: Paige Brown, Emily Barnard
PURPOSE: In contrast to previous studies focusing responses to controlled sensory stimuli in a lab environment, this project used an observational tool to record children’s responses to sensory stimuli while engaged in play activities in community spaces. The study seeks to answer the following: Is there a relationship between the sensory properties of an activity and a child’s observed responses during play? Information gathered from this project will add to our understanding of sensory processing, in addition to supporting appropriate activity selection for sensory friendly events.
DESIGN: This is a descriptive study using a convenience sample of children voluntarily attending a community event designed for children with sensory and/or motor impairments. These free, monthly events are hosted by faculty from health sciences at Cleveland State University. Consent to participate was obtained for any attending child 0-10 years of age, with sensory processing differences and/or mobility impairments. Participants engaged naturally in the play activities at the event while trained graduate student observers unobtrusively recorded their responsivity and affect.
METHOD: A review of the literature was conducted to develop an observation checklist that included ratings of responsivity, affect, and associated Zones of Regulation (Kuypers, 2016). Inter-rater reliability of the tool was established using intra-class correlations with two-way random testing. A training program was developed for each rater prior to use of the tool. Stop watches were used to record responses and observations of the children every 2 minutes, up to 10 minutes for each activity they engaged in. All planned activities were assessed for sensory properties and characteristics prior to the event, including specific sensory domains (sound, sight, touch, movement, complexity) and intensity of stimulation (none, low, medium, high). Chi-squared tests were used to compare the intensity of different types of sensory stimulation with frequency of observed behaviors.
RESULTS: Results suggest children were least likely to receive a blue zone rating (low level of alertness, fatigue, boredom) when activities stimulated their tactile (df=12, p<.000, LR=.004) and movement systems (df=12, p<.000, LR=.042) and required a moderate amount of problem solving (df=12, p=.000, LR=.026). Children displayed the least amount of negative affect with activities offering high tactile input (df=12, p<.01, LR=.122) and the least amount of neutral affect ratings with activities that required moderate to high movement opportunities (df=18, p<.05, LR=.030). Overall, results suggest that there is a relationship between a child’s observable behaviors and the sensory qualities of materials and activities. These findings suggest that moderate to high tactile and vestibular input along with cognitive engagement are most successful in avoiding certain negative responsivity patterns. Other comparisons were non-significant.
CONCLUSION: Activities with moderately complex and heightened tactile or movement sensory experiences were related to the lowest reports of negative or neutral affect and low levels of alertness. Non-significant findings indicate that it is possible the sensory properties of certain activities may not have the anticipated behavioral effects. Sensory friendly events may need to include more activities with a larger variety of sensory stimulation for child-directed play. Overall, this study has an impact on community practice and child engagement, helping therapists and families to carefully consider the selection and availability of sensory-based activities in the community while suggesting possible improvements to existing sensory friendly events.
References
Ismael, N. T., Mische Lawson, L.A., Cox, J.A. (2015). The relationship between children’s sensory processing patterns and their leisure preferences and participation patterns. Canadian Journal of Occupational Therapy, 82(5), 316-324. doi:10.1177/0008417415577421
Silverman, F., Carr Tyszka, A. (2017). Forming partnerships to develop sensory-friendly community programs. SIS Quarterly Practice Connections, 2(1), 7-9.
Benson JD, Nicka MN, Stern P. How does a child with sensory processing problems play? (2006) The Internet Journal of Allied Health Sciences and Practice, 4(4), 4.
Kuypers, Leah. (2016). Zones of Regulation. A Framework to Foster Self-Regulation & Emotional Control. Retrieved from http://www.zonesofregulation.com/index.html
