Evaluating the Impact of a Training Program in Remedial Intervention for Sensory Processing Disorder (Sensory Integration) on the Competence of a Sample of Special Education Female Teachers in Designing and Implementing a Multi-Sensory Environment
Keywords:
Sensory Processing Disorder, Sensory Integration, Teacher Training Program, Sensory Room Design, Special Education, Mixed-Method Approach, Teachers' Professional Confidence, Practical Training
Abstract
The current study aimed to evaluate the impact of a training program in the field of Sensory Processing Disorder (SPD) treatment (Sensory Integration) on the competence of special education teachers in designing a multi-sensory environment.
Sample: The sample was selected purposively, consisting of 4 student teachers enrolled in the Master's program in Special Education.
To achieve the study objectives, a mixed-method approach was employed. The multi-sensory environment was evaluated using an observation card. The cognitive impact of the program was assessed through an open-ended questionnaire, representing the qualitative aspect of the study. The training program was delivered intensively over 36 training hours.
The findings demonstrated the training program's ability to enable teachers to design and implement a sensory educational room as a multi-sensory environment. The multi-sensory environment and activities were evaluated through the observation card. The quality level of the environment and activities was high, with the arithmetic mean for the quality level of the multi-sensory environment-sensory room reaching (4.35). Additionally, the training program contributed to forming theoretical knowledge in the field of Sensory Processing Disorder treatment and increased the professional confidence of the teachers. Despite these results, participants expressed their need for more practical training.
References
Ahmmed, A. U., Ahmmed, A. A., Bath, J. R., Ferguson, M. A., Plack, C. J., & Moore, D. R. (2023). Interventions for school-aged children with auditory processing disorder: A scoping review. International Journal of Environmental Research and Public Health, 20(11), 5795. https://doi.org/10.3390/ijerph20115795
Ayres, A. J. (1977). Effect of sensory integrative therapy on the coordination of children with choreoathetoid movements. American Journal of Occupational Therapy, 31(5), 291–293.
Ben-Sasson, A., Carter, A. S., & Briggs-Gowan, M. J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37(5), 705–716. https://doi.org/10.1007/s10802-008-9295-8
Bonggat, P. W., & Hall, L. J. (2010). Evaluation of the effects of sensory integration-based intervention by a preschool special education teacher. Education and Training in Autism and Developmental Disabilities, 45(2), 294-302.
Bova, S. (2018). Effects of multi-sensory environment on adults with autism who experience repetitive patterns of behavior [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global.
Cohn, E. S. (2001). Parent perspectives of occupational therapy using a sensory integration approach. American Journal of Occupational Therapy, 55(3), 285-294. https://doi.org/10.5014/ajot.55.3.285
Davies, P. L., & Gavin, W. J. (2007). Validating the diagnosis of sensory processing disorders using EEG technology. American Journal of Occupational Therapy, 61(2), 176-189. https://doi.org/10.5014/ajot.61.2.176
Fey, M. E., Richard, G. J., Geffner, D., Kamhi, A. G., Medwetsky, L., Paul, D., Ross-Swain, D., Wallach, G. P., Frymark, T., & Schooling, T. (2011). Auditory processing disorder and auditory/language interventions: An evidence-based systematic review. Language, Speech, and Hearing Services in Schools, 42(3), 246–264. https://doi.org/10.1044/0161-1461(2010/10-0013)
Fowler, S. (2008). Multisensory rooms and environments: Controlled sensory experiences for people with profound and multiple disabilities. Jessica Kingsley Publishers.
Gentil-Gutiérrez, A., Cuesta-Gómez, J. L., Rodríguez-Fernández, P., & González-Bernal, J. J. (2021). Implication of the sensory environment in children with autism spectrum disorder: Perspectives from school. International Journal of Environmental Research and Public Health, 18(14), Article 7670. https://doi.org/10.3390/ijerph18147670
Haskins, A. (2006). Multisensory therapy did not result in statistically or clinically important changes in behaviour in individuals with a dual diagnosis of intellectual disability and mental illness.
Hill, L., Trusler, K., Furniss, F., & Lancioni, G. (2012). Effects of multisensory environments on stereotyped behaviours assessed as maintained by automatic reinforcement. Journal of Applied Research in Intellectual Disabilities, 25(6), 509–521. https://doi.org/10.1111/j.1468-3148.2012.00697.x
Hyatt, K. J., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration, and tinted lenses. Education and Treatment of Children, 32(2), 313–342. https://doi.org/10.1353/etc.0.0054
Joyce, R. (2021). Preschool teacher training and education to support the integration of sensory-based curriculum [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global.
Kashoo, F. Z., & Ahmad, M. (2019). Effect of sensory integration on attention span among children with infantile hemiplegia. International Journal of Health Sciences, 13(3), 29–33.
Kuhaneck, H. M., & Kelleher, J. (2015). Development of the Classroom Sensory Environment Assessment (CSEA). American Journal of Occupational Therapy, 69(6), 6906180040p1–6906180040p9. https://doi.org/10.5014/ajot.2015.019430
Lecanuet, J. P., & Schaal, B. (1996). Fetal sensory competencies. European Journal of Obstetrics & Gynecology and Reproductive Biology, 68, 1-23. https://doi.org/10.1016/0301-2115(96)02509-2
Martin, N., Milton, D. E., Krupa, J., Brett, S., Bulman, K., Callow, D., Copeland, F., Cunningham, L., Ellis, W., Harvey, T., Moranska, M., Roach, R., & Wilmot, S. (2019). The sensory school: Working with teachers, parents and pupils to create good sensory conditions. Advances in Autism, 5(2), 131–140. https://doi.org/10.1108/aia-09-2018-0034
Miller, L. J. (2003). Empirical evidence related to therapies for sensory processing impairments. Communiqué, 31(5), 34-37.
Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. https://doi.org/10.5014/ajot.61.2.135
Miller, L. J., DelCarmen-Wiggins, R., & Carter, A. S. (2020). Assessment of sensory processing disorder: The interplay of sensation, affect, and relationship. In R. DelCarmen-Wiggins & A. S. Carter (Eds.), The Oxford handbook of infant, toddler, and preschool mental health assessment (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199837182.013.12
Miller-Kuhaneck, H., & Watling, R. (2018). Parental or teacher education and coaching to support function and participation of children and youth with sensory processing and sensory integration challenges: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190030. https://doi.org/10.5014/ajot.2018.029017
Mills, C., & Chapparo, C. (2017). Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism. Australian Occupational Therapy Journal, 65(1), 15–24. https://doi.org/10.1111/1440-1630.12381
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Sanz-Cervera, P., & Marín-Suelves, D. (2020). The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context. Research in Developmental Disabilities, 96, Article 103540. https://doi.org/10.1016/j.ridd.2019.103540
Quake-Rapp, C., & Atchison, B. (2015). Sensory processing disorders and treatment: Occupational therapy using a sensory integration approach. In Behavioral Pediatrics: Fourth Edition (pp. 165-180). Nova Science Publishers, Inc.
Quinn, J., Pedlow, K., & Bleakley, C. (2022). What is the current level of knowledge and confidence of mainstream school special educational needs coordinators in sensory integration theory and using sensory strategies within education? Support for Learning, 37(1), 80–90. https://doi.org/10.1111/1467-9604.12396
Randell, E., McNamara, R., Delport, S., Busse, M., Hastings, R. P., Gillespie, D., Williams-Thomas, R., Brookes-Howell, L., Romeo, R., Boadu, J., Ahuja, A. S., McKigney, A. M., Knapp, M., Smith, K., Thornton, J., & Warren, G. (2019). Sensory integration therapy versus usual care for sensory processing difficulties in autism spectrum disorder in children: Study protocol for a pragmatic randomised controlled trial. Trials, 20(1), Article 113. https://doi.org/10.1186/s13063-019-3205-y
Roley, S. S., Mailloux, Z., Miller-Kuhaneck, H., & Glennon, T. (2007). Understanding Ayres Sensory Integration®. OT Practice, 12(17), CE-1.
Ruttledge, A., & Cathcart, J. (2019). An evaluation of sensory processing training on the competence, confidence and practice of teachers working with children with autism. Irish Journal of Occupational Therapy, 47(1), 2–17. https://doi.org/10.1108/IJOT-01-2019-0001
Samayan, K., Dhanavendan, K., & Nachiketa, R. (2015). Allied health professionals' perceptions of the role of sensory integration therapy in managing challenging behaviours. International Journal of Therapy and Rehabilitation, 22(4), 167–172. https://doi.org/10.12968/ijtr.2015.22.4.167
Sanz-Cervera, P., Pastor-Cerezuela, G., González-Sala, F., Tárraga-Mínguez, R., & Fernández-Andrés, M. I. (2017). Sensory processing in children with autism spectrum disorder and/or attention deficit hyperactivity disorder in the home and classroom contexts. Frontiers in Psychology, 8, Article 1772. https://doi.org/10.3389/fpsyg.2017.01772
Stephenson, J. (2002). Characterization of multisensory environments: Why do teachers use them? Journal of Applied Research in Intellectual Disabilities, 15(1), 73–90. https://doi.org/10.1046/j.1360-2322.2002.00102.x
Tzang, R. F., Chang, Y. C., Kao, K. L., Huang, Y. H., Huang, H. C., Wang, Y. C., Muo, C. H., Wu, S. I., Sung, F. C., & Stewart, R. (2019). Increased risk of developing psychiatric disorders in children with attention deficit and hyperactivity disorder (ADHD) receiving sensory integration therapy: A population-based cohort study. European Child & Adolescent Psychiatry, 28(2), 247–255. https://doi.org/10.1007/s00787-018-1171-7
Unwin, K. L., Powell, G., & Jones, C. R. G. (2021). The use of multi-sensory environments with autistic children: Exploring the effect of having control of sensory changes. Autism, 26(6), 1379–1394. https://doi.org/10.1177/13623613211050176
Watling, R., Bodison, S., Henry, D. A., & Miller-Kuhaneck, H. (2006). Sensory integration: It's not just for children. American Occupational Therapy Association's Sensory Integration Special Interest Section Quarterly, 29(4), 1-4.
Watling, R., Miller Kuhaneck, H., & Parham, D. (2018). Occupational therapy practice guidelines for children and youth with challenges in sensory integration and sensory processing. AOTA Press.
West, M., Melvin, G., McNamara, F., & Gordon, M. (2017). An evaluation of the use and efficacy of a sensory room within an adolescent psychiatric inpatient unit. Australian Occupational Therapy Journal, 64(3), 253-263. https://doi.org/10.1111/1440-1630.12358
Ahmmed, A. U., Ahmmed, A. A., Bath, J. R., Ferguson, M. A., Plack, C. J., & Moore, D. R. (2023). Interventions for school-aged children with auditory processing disorder: A scoping review. International Journal of Environmental Research and Public Health, 20(11), 5795. https://doi.org/10.3390/ijerph20115795
Ayres, A. J. (1977). Effect of sensory integrative therapy on the coordination of children with choreoathetoid movements. American Journal of Occupational Therapy, 31(5), 291–293.
Ben-Sasson, A., Carter, A. S., & Briggs-Gowan, M. J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37(5), 705–716. https://doi.org/10.1007/s10802-008-9295-8
Bonggat, P. W., & Hall, L. J. (2010). Evaluation of the effects of sensory integration-based intervention by a preschool special education teacher. Education and Training in Autism and Developmental Disabilities, 45(2), 294-302.
Bova, S. (2018). Effects of multi-sensory environment on adults with autism who experience repetitive patterns of behavior [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global.
Cohn, E. S. (2001). Parent perspectives of occupational therapy using a sensory integration approach. American Journal of Occupational Therapy, 55(3), 285-294. https://doi.org/10.5014/ajot.55.3.285
Davies, P. L., & Gavin, W. J. (2007). Validating the diagnosis of sensory processing disorders using EEG technology. American Journal of Occupational Therapy, 61(2), 176-189. https://doi.org/10.5014/ajot.61.2.176
Fey, M. E., Richard, G. J., Geffner, D., Kamhi, A. G., Medwetsky, L., Paul, D., Ross-Swain, D., Wallach, G. P., Frymark, T., & Schooling, T. (2011). Auditory processing disorder and auditory/language interventions: An evidence-based systematic review. Language, Speech, and Hearing Services in Schools, 42(3), 246–264. https://doi.org/10.1044/0161-1461(2010/10-0013)
Fowler, S. (2008). Multisensory rooms and environments: Controlled sensory experiences for people with profound and multiple disabilities. Jessica Kingsley Publishers.
Gentil-Gutiérrez, A., Cuesta-Gómez, J. L., Rodríguez-Fernández, P., & González-Bernal, J. J. (2021). Implication of the sensory environment in children with autism spectrum disorder: Perspectives from school. International Journal of Environmental Research and Public Health, 18(14), Article 7670. https://doi.org/10.3390/ijerph18147670
Haskins, A. (2006). Multisensory therapy did not result in statistically or clinically important changes in behaviour in individuals with a dual diagnosis of intellectual disability and mental illness.
Hill, L., Trusler, K., Furniss, F., & Lancioni, G. (2012). Effects of multisensory environments on stereotyped behaviours assessed as maintained by automatic reinforcement. Journal of Applied Research in Intellectual Disabilities, 25(6), 509–521. https://doi.org/10.1111/j.1468-3148.2012.00697.x
Hyatt, K. J., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration, and tinted lenses. Education and Treatment of Children, 32(2), 313–342. https://doi.org/10.1353/etc.0.0054
Joyce, R. (2021). Preschool teacher training and education to support the integration of sensory-based curriculum [Doctoral dissertation, Capella University]. ProQuest Dissertations & Theses Global.
Kashoo, F. Z., & Ahmad, M. (2019). Effect of sensory integration on attention span among children with infantile hemiplegia. International Journal of Health Sciences, 13(3), 29–33.
Kuhaneck, H. M., & Kelleher, J. (2015). Development of the Classroom Sensory Environment Assessment (CSEA). American Journal of Occupational Therapy, 69(6), 6906180040p1–6906180040p9. https://doi.org/10.5014/ajot.2015.019430
Lecanuet, J. P., & Schaal, B. (1996). Fetal sensory competencies. European Journal of Obstetrics & Gynecology and Reproductive Biology, 68, 1-23. https://doi.org/10.1016/0301-2115(96)02509-2
Martin, N., Milton, D. E., Krupa, J., Brett, S., Bulman, K., Callow, D., Copeland, F., Cunningham, L., Ellis, W., Harvey, T., Moranska, M., Roach, R., & Wilmot, S. (2019). The sensory school: Working with teachers, parents and pupils to create good sensory conditions. Advances in Autism, 5(2), 131–140. https://doi.org/10.1108/aia-09-2018-0034
Miller, L. J. (2003). Empirical evidence related to therapies for sensory processing impairments. Communiqué, 31(5), 34-37.
Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept evolution in sensory integration: A proposed nosology for diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. https://doi.org/10.5014/ajot.61.2.135
Miller, L. J., DelCarmen-Wiggins, R., & Carter, A. S. (2020). Assessment of sensory processing disorder: The interplay of sensation, affect, and relationship. In R. DelCarmen-Wiggins & A. S. Carter (Eds.), The Oxford handbook of infant, toddler, and preschool mental health assessment (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199837182.013.12
Miller-Kuhaneck, H., & Watling, R. (2018). Parental or teacher education and coaching to support function and participation of children and youth with sensory processing and sensory integration challenges: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190030. https://doi.org/10.5014/ajot.2018.029017
Mills, C., & Chapparo, C. (2017). Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism. Australian Occupational Therapy Journal, 65(1), 15–24. https://doi.org/10.1111/1440-1630.12381
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Sanz-Cervera, P., & Marín-Suelves, D. (2020). The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context. Research in Developmental Disabilities, 96, Article 103540. https://doi.org/10.1016/j.ridd.2019.103540
Quake-Rapp, C., & Atchison, B. (2015). Sensory processing disorders and treatment: Occupational therapy using a sensory integration approach. In Behavioral Pediatrics: Fourth Edition (pp. 165-180). Nova Science Publishers, Inc.
Quinn, J., Pedlow, K., & Bleakley, C. (2022). What is the current level of knowledge and confidence of mainstream school special educational needs coordinators in sensory integration theory and using sensory strategies within education? Support for Learning, 37(1), 80–90. https://doi.org/10.1111/1467-9604.12396
Randell, E., McNamara, R., Delport, S., Busse, M., Hastings, R. P., Gillespie, D., Williams-Thomas, R., Brookes-Howell, L., Romeo, R., Boadu, J., Ahuja, A. S., McKigney, A. M., Knapp, M., Smith, K., Thornton, J., & Warren, G. (2019). Sensory integration therapy versus usual care for sensory processing difficulties in autism spectrum disorder in children: Study protocol for a pragmatic randomised controlled trial. Trials, 20(1), Article 113. https://doi.org/10.1186/s13063-019-3205-y
Roley, S. S., Mailloux, Z., Miller-Kuhaneck, H., & Glennon, T. (2007). Understanding Ayres Sensory Integration®. OT Practice, 12(17), CE-1.
Ruttledge, A., & Cathcart, J. (2019). An evaluation of sensory processing training on the competence, confidence and practice of teachers working with children with autism. Irish Journal of Occupational Therapy, 47(1), 2–17. https://doi.org/10.1108/IJOT-01-2019-0001
Samayan, K., Dhanavendan, K., & Nachiketa, R. (2015). Allied health professionals' perceptions of the role of sensory integration therapy in managing challenging behaviours. International Journal of Therapy and Rehabilitation, 22(4), 167–172. https://doi.org/10.12968/ijtr.2015.22.4.167
Sanz-Cervera, P., Pastor-Cerezuela, G., González-Sala, F., Tárraga-Mínguez, R., & Fernández-Andrés, M. I. (2017). Sensory processing in children with autism spectrum disorder and/or attention deficit hyperactivity disorder in the home and classroom contexts. Frontiers in Psychology, 8, Article 1772. https://doi.org/10.3389/fpsyg.2017.01772
Stephenson, J. (2002). Characterization of multisensory environments: Why do teachers use them? Journal of Applied Research in Intellectual Disabilities, 15(1), 73–90. https://doi.org/10.1046/j.1360-2322.2002.00102.x
Tzang, R. F., Chang, Y. C., Kao, K. L., Huang, Y. H., Huang, H. C., Wang, Y. C., Muo, C. H., Wu, S. I., Sung, F. C., & Stewart, R. (2019). Increased risk of developing psychiatric disorders in children with attention deficit and hyperactivity disorder (ADHD) receiving sensory integration therapy: A population-based cohort study. European Child & Adolescent Psychiatry, 28(2), 247–255. https://doi.org/10.1007/s00787-018-1171-7
Unwin, K. L., Powell, G., & Jones, C. R. G. (2021). The use of multi-sensory environments with autistic children: Exploring the effect of having control of sensory changes. Autism, 26(6), 1379–1394. https://doi.org/10.1177/13623613211050176
Watling, R., Bodison, S., Henry, D. A., & Miller-Kuhaneck, H. (2006). Sensory integration: It's not just for children. American Occupational Therapy Association's Sensory Integration Special Interest Section Quarterly, 29(4), 1-4.
Watling, R., Miller Kuhaneck, H., & Parham, D. (2018). Occupational therapy practice guidelines for children and youth with challenges in sensory integration and sensory processing. AOTA Press.
West, M., Melvin, G., McNamara, F., & Gordon, M. (2017). An evaluation of the use and efficacy of a sensory room within an adolescent psychiatric inpatient unit. Australian Occupational Therapy Journal, 64(3), 253-263. https://doi.org/10.1111/1440-1630.12358
Ahmmed, A. U., Ahmmed, A. A., Bath, J. R., Ferguson, M. A., Plack, C. J., & Moore, D. R. (2023). Interventions for school-aged children with auditory processing disorder: A scoping review. International Journal of Environmental Research and Public Health, 20(11), 5795. https://doi.org/10.3390/ijerph20115795
Published
2023-12-15
How to Cite
Dr. Manal Yahya Baamer. (2023). Evaluating the Impact of a Training Program in Remedial Intervention for Sensory Processing Disorder (Sensory Integration) on the Competence of a Sample of Special Education Female Teachers in Designing and Implementing a Multi-Sensory Environment. Era Journal for Humanities and Sociology, (11), 166-189. https://doi.org/10.33193/eJHAS.11.2023.320
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