The Impact of the Sensory Environment on Participation of Preschool Children With Autism Spectrum Disorder

PURPOSE: The interaction between the environment and participation is an important consideration for the occupational therapist. Sensory processing patterns impact the participation of children with autism spectrum disorder (ASD). However, the majority of research examines the sensory processing patterns of the person rather than examining the sensory components of the environment and how they influence participation. The purpose of this study was to explore the impact of the sensory environment on participation of preschool children with ASD within the school setting. The results of this study were used to develop a measure to assess the sensory environment and participation in the preschool setting for children with ASD. The researchers asked the following questions: How does the sensory environment impact participation of children with ASD in the preschool setting? What supports are offered to support participation within the preschool environment?

DESIGN AND METHOD: This study used a qualitative design using a descriptive approach to explore the perception of teachers and occupational therapists working with preschool-age children with ASD. Thirteen participations were recruited through purposive and snowball sampling. Semistructured interviews with previously established guiding questions were used for data collection. Data were analyzed separately by two coders. Results were compared, and data identified by both coders were considered in the development of themes.

RESULTS: Three major themes emerged to describe the impact of the sensory environment on participation of preschool children with ASD. First, the concept of avoidance or perseveration due to the sensory components of the environment negatively influenced participation in the classroom tasks. Second, sensory aspects of the environment distracted children from full participation and from engagement with the group or peers and preschool tasks. The sensory features of the environment impacted temporal aspects of the environment in the format of routines. Following routines enhanced participation, while disruption in routines inhibited participation. Finally, modifications and supports within the environment were described by participants as increasing participation. This speaks to the importance of the social context.

CONCLUSION: The results of this study indicate that the sensory features of the environment influence participation of preschool children with ASD. How the features influence participation is based upon the unique sensory processing patterns of each person. However, modifications of the task and the environment are found to increase participation regardless of the sensory processing patterns of the person.

References

Lavesser, P., & Berg, C. (2011). Participation patterns in preschool children with an autism spectrum disorder. OTJR: Occupation, Participation and Health, 31, 33–39. https://doi.org/10.3928/15394492-20100823-01

Law, M., Cooper, B., Strong, S., Steward, D., Rigby, P. & Letts, L. (1996). The Person–Environment–Occupation Model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9–23. https://doi.org/10.1177/000841749606300103

Tomchek, S. D., Huebner, R. A., & Dunn, W. (2014). Patterns of sensory processing in children with an autism spectrum disorder. Research in Autism Spectrum Disorders, 8, 1214–1224. https://doi.org/10.1016/j.rasd.2014.06.006