School-Based Occupational Therapists’ Perceptions of Sensory Processing Interventions for Students With Autism Spectrum Disorder

ABSTRACT

There is no research on the lived experience of school-based occupational therapists providing sensory-based interventions for students with autism spectrum disorder (ASD). The purpose of this study was to investigate how school-based occupational therapists are addressing sensory processing limitations for students with ASD. A phenomenological qualitative approach was used to understand participants’ experiences. In total, six occupational therapists provided responses to qualitative natured questions during virtual interviews. Thematic analysis was performed through line by line coding of interview transcripts and five key themes were discovered that illustrate their experiences. Occupational therapists face a complex, multi-faceted, challenge when addressing sensory processing limitations in students with ASD in the educational context. One size does not fit all and participants utilized a variety of approaches and sensory tools to address student’s needs. Factors involved in the process can be facilitators or barriers to perceived successful implementation, depending on the level of support and collaboration from interdisciplinary staff. The results of this study should be used to facilitate and guide team discussions around how-to best address students with sensory processing limitations.

KEYWORDS:

• autism spectrum disorder
• Pediatrics
• Education
• Occupational Therapy
• Sensory Processing

Acknowledgements

First and foremost, I would like to thank my capstone professor, Dr Alysha Skuthan, for her dedication to the field of occupational therapy, extensive knowledge of research, and gracious guidance throughout this entire process. This research would not have been possible without her. I would also like to thank my dear friend and mentor, Jacolyn Beth Haughey, for instilling her love and knowledge of occupational therapy onto me when I was a young and blossoming clinician. Last, but certainly not least, I want to thank my family for their continuous support throughout this entire doctoral process. My mother who has believed in me from day one even when I held doubts, Bryce who has shown his support in more ways than one, Hudson for being an undoubtedly loyal companion, and Riggs for stepping in and up at a time I needed it the most.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.