[article] 
inThe British Journal of Occupational Therapy > Vol.79 N°9 (September 2016) . - p. 530-539

Titre :	The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study
Type de document :	texte imprimé
Auteurs :	Caroline Mills ; Christine Chapparo ; Joanne Hinitt
Année de publication :	2016
Article en page(s) :	p. 530-539
Langues :	Anglais (eng)
Mots-clés :	autisme  déficience intellectuelle  enseignement
Résumé :	Introduction There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism.
Permalink :	./index.php?lvl=notice_display&id=45794

[article] The impact of an in-class sensory activity schedule on task performance of children with autism and intellectual disability: A pilot study [texte imprimé] / Caroline Mills ; Christine Chapparo ; Joanne Hinitt . - 2016 . - p. 530-539.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.79 N°9 (September 2016) . - p. 530-539

Mots-clés :	autisme  déficience intellectuelle  enseignement
Résumé :	Introduction There is limited evidence to support use of sensory interventions by teachers in the classroom. The purpose of this pilot study is to determine the effectiveness of sensory activity schedule intervention in supporting participation and increasing classroom task performance in students with autism. Method A non-concurrent, AB single system research design across multiple baselines was used with four students with autism who attended an autism-specific school. Students demonstrated atypical sensory processing, which negatively affected their school performance. Repeated baseline and intervention data were collected by school staff using video recording during classroom tasks. Tasks performed were designated by the child’s teacher. Stage one of the Perceive, Recall, Plan, Perform System of Task Analysis was used as a repeated measure of student performance. Ratings were carried out by independent raters who were blinded to the condition of performance. Results Results revealed three out of four students achieved significant improvements in classroom task performance following the use of sensory activity schedule intervention developed in consultation with an occupational therapist as measured by the task analysis. Conclusion This study provides emerging evidence for the use of sensory activity schedule intervention in the classroom for students with autism.
Permalink :	./index.php?lvl=notice_display&id=45794