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dc.contributor.authorConkey, Sarah
dc.contributor.authorHaff, Madeline K.
dc.date.accessioned2021-05-02T12:30:53Z
dc.date.available2021-05-02T12:30:53Z
dc.date.issued2021-04-15
dc.identifier.urihttp://hdl.handle.net/10504/130344
dc.description.abstractBACKGROUND: While autism is known to be a life-long neurodevelopmental disorder present from birth, it can appear as primarily a behavioral condition to those who are less familiar with neurodevelopment. These observable behaviors are often driven by unseen sensory processing difficulties; while not every child diagnosed with ASD will have difficulties with sensory processing, they are extremely common within this population (Crabtree & Demchick, 2018; Schaff et al., 2012). AIM: This critically appraised topic (CAT) is aimed at determining the effectiveness of sensory-based interventions and sensory integration therapy (SIT) on increasing engagement in school-aged children with autism spectrum disorder (ASD). METHODS: Level I randomized control studies were analyzed and included in the CAT if they were published in the last 10 years, included sensory-based interventions or sensory integration therapy, included outcomes related to student engagement, included participants that were school-aged including those enrolled in preschool, and studies focused on participants with a clinical diagnosis of autism spectrum disorder. RESULTS: Level I research completed on sensory-based interventions and sensory integration therapy (SIT) has revealed strong, positive evidence regarding the effectiveness of SIT on increasing functional performance and positive engagement in school-aged children diagnosed with ASD.en_US
dc.rightsCopyright is retained by the Authors. A non-exclusive distribution right is granted to Creighton Universityen_US
dc.titleWhat is the effectiveness of sensory integration therapy on increasing engagement in school-aged children with autism spectrum disorder?en_US
dc.rights.holderConkey, Sarah
dc.rights.holderHaff, Madeline K.


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