Introduction
The paper is about the effect of sensory integration based training on the sensory profile of male children with high performance autism. The authors state that autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects social communication and behavior, and that sensory processing problems are common among children with ASD. They also explain that sensory integration is a theory and a practice that aims to improve the sensory processing and integration of children with ASD through various activities that stimulate the sensory systems. The authors review the literature on the benefits of sensory integration based training for children with ASD, but note that there is a lack of studies on the sensory profile of children with high performance autism, which is a subtype of ASD characterized by high intelligence and academic achievement. Therefore, they propose to conduct a quasi-experimental study to evaluate the effect of sensory integration based training on the sensory profile of male children with high performance autism.
Methods
The paper describes the design, setting, participants, interventions, outcome measures, and statistical analysis of the study. The study is a quasi-experimental study that involves 30 male children with high performance autism, who are selected from a special education center in Tehran, Iran. The children are divided into two groups: the experimental group and the control group. Both groups receive the usual educational and therapeutic services during the study period. The experimental group also receives sensory integration based training for 12 sessions, each lasting 45 minutes. The training consists of various activities that stimulate the tactile, vestibular, proprioceptive, visual, auditory, and olfactory systems, such as playing with sand, water, clay, foam, and balls, swinging, jumping, crawling, balancing, painting, listening to music, and smelling different scents. The outcome measure is the sensory profile of the children, which is assessed by the Sensory Profile School Companion, a standardized questionnaire that evaluates the sensory processing, modulation, and behavioral responses of children in school settings. The questionnaire is completed by the teachers of the children before and after the intervention. The data are analyzed using descriptive and inferential statistics, such as mean, standard deviation, independent t-test, paired t-test, and analysis of covariance.
Results
The paper reports the results of the study, which show that there are significant differences between the experimental group and the control group in terms of the sensory profile of the children. The experimental group has a lower mean score of sensory processing problems and a higher mean score of sensory processing strengths than the control group after the intervention. The experimental group also shows a significant improvement in both scores from the pretest to the posttest, while the control group does not show any significant change. The authors conclude that sensory integration based training has a positive effect on the sensory profile of male children with high performance autism.
Discussion
The paper discusses the findings of the study, which are consistent with the previous studies on the sensory integration based training for children with ASD. The authors explain the possible mechanisms of how the sensory integration based training improves the sensory processing and integration of the children, such as enhancing the neural connections, increasing the sensory awareness, reducing the sensory overload, and facilitating the adaptive responses. They also acknowledge the limitations of the study, such as the small sample size, the lack of randomization, the lack of blinding, the lack of follow-up data, and the use of a single outcome measure. They suggest that future studies should use a larger sample size, a randomized controlled design, a blind evaluation, a long-term follow-up, and multiple outcome measures. They also recommend that sensory integration based training should be implemented as a complementary intervention for children with high performance autism.
Conclusion
The paper summarizes the main points of the study, which are that sensory integration based training improves the sensory profile of male children with high performance autism, and that it should be considered as an effective and feasible intervention for these children. The authors state that their study provides evidence for the usefulness and applicability of sensory integration based training for children with high performance autism in Iran. They also highlight the implications of their study for the educational and therapeutic services, the teachers and therapists, and the children and their families.
FAQ
What is high performance autism and how
is it different from other types of ASD?
High performance autism is a subtype of ASD characterized by high intelligence and academic achievement, but also by social and emotional challenges, sensory processing problems, and rigid and repetitive behaviors. High performance autism is different from other types of ASD in terms of the cognitive and adaptive abilities of the children, but they still share the core features of ASD, such as impairments in social interaction and communication, and restricted and repetitive patterns of behavior.
What is Sensory Integration-based Training?
Sensory Integration-based Training is a type of therapy that helps children with autism spectrum disorder (ASD) improve their sensory processing. Sensory processing is how the brain takes in and organizes information from the senses. Children with ASD can have difficulty processing sensory information, which can lead to problems with behavior, communication, and social interaction. Sensory Integration-based Training can help children with ASD learn to better process sensory information, which can improve their overall functioning.
What are the benefits of Sensory Integration-based Training?
Sensory Integration-based Training has been shown to be effective in improving a number of symptoms of ASD, including:
-
- Sensory sensitivity
- Inattention
- Poor sensory registration
- Sensory seeking
- Social interaction
- Communication
Who can benefit from Sensory Integration-based Training?
Sensory Integration-based Training can be beneficial for children of all ages with ASD. However, it is most effective for children who are preschool-aged or younger.
What are the risks of Sensory Integration-based Training?
Sensory Integration-based Training is generally considered to be safe. However, there is a small risk that some children may experience temporary side effects, such as increased anxiety or irritability.
How is the sensory integration based training conducted and what are the activities involved?
The sensory integration based training is conducted by an occupational therapist who has expertise in sensory integration theory and practice. The training involves various activities that stimulate the sensory systems of the children, such as playing with sand, water, clay, foam, and balls, swinging, jumping, crawling, balancing, painting, listening to music, and smelling different scents. The activities are tailored to the needs and preferences of each child, and are designed to provide the optimal level of challenge and feedback for the child to enhance their sensory processing and integration.
What are the limitations and implications of the research paper and what are the suggestions for future research?
The research paper has some limitations, such as the small sample size, the lack of randomization, the lack of blinding, the lack of follow-up data, and the use of a single outcome measure. These limitations may affect the validity and generalizability of the findings. The paper also has some implications, such as the usefulness and applicability of sensory integration based training for children with high performance autism in Iran, and the need for more educational and therapeutic services for these children. The paper suggests that future research should use a larger sample size, a randomized controlled design, a blind evaluation, a long-term follow-up, and multiple outcome measures. The paper also recommends that sensory integration based training should be implemented as a complementary intervention for children with high performance autism.
Source:
https://medrehab.sbmu.ac.ir/article_1101407_a57fa41fd7e96c7a88a501122cae0a86.pdf