Abstract
This study investigated the understanding and use of sensory integration (SI) among pediatric OTPs in a rural Midwestern state. The data indicate varying understanding and use of SI among OTPs related to age and setting.
Primary Author and Speaker: Rachel Allen-McHugh
Additional Authors and Speakers: Alexa Aldrich-Ingram, Grace Blazevich, Maddie Canfield, Samantha Hoenig, Jillian Wood
Occupational therapists assess, create intervention plans, document interventions, and communicate with clients and families based on their interpretations of Sensory Integration (SI) theory and its terminology (Bodison et al., 2019). Practitioners administering sensory interventions may not have a comprehensive understanding of the evidence and data supporting the definitions or the practices they implement (Blanche et al., 2019). This study aims to explore the relationship of practitioners’ understanding of SI on their therapeutic approach to client care and identify possible inconsistencies across age and practice settings. An anonymous mixed methods survey, comprised of both data collection and demographic inquiries, was distributed to OTPs across a rural, midwestern state. Data was correlated between Sensory Integration (SI) theory survey questions and practitioner years of experience and practice settings. The analysis unveiled four significant negative correlations and two significant positive correlations, spanning from weak to moderate levels of correlation. Results highlight the disparities that exist in practitioners’ understandings of SI theory, especially in practitioners with varying years of experience (more years of experience correlates with better understanding of SI) and the settings in which the practitioner is working (increased use of EBP SI interventions in outpatient settings vs school-based settings). The findings suggest a range of understanding and use regarding sensory integration theory among pediatric occupational therapy practitioners. Differing interpretations among practitioners may result in caregiver and client confusion as they progress thru the continuum of care. Occupational therapy practitioners may benefit from additional research to promote a universal understanding of SI and for effective implementation across all pediatric practice settings.
Blanche, E. I., Bodison, S. C., Duker, L. I. S., & Cermak, S. A. (2019). An examination of sensory-related terminology across disciplines: Part two. SIS Quarterly Practice Connections, 4(3), 5–7. https://www.aota.org/publications/sis-quarterly/sensory-integration-processing-sis/sipsis-8-19
Bodison, S. C., Duker, L. I. S., Cermak, S. A., & Blanche, E. I. (2019). An examination of sensory-related terminology across disciplines: Part one. SIS Quarterly Practice Connections, 4(2), 5–7. https://www.aota.org/publications/sis-quarterly/sensory-integration-processing-sis/sipsis-5-19