Determining Sensory-Based Interventions Used by Occupational Therapists

Objective: The purpose of this descriptive study was to determine what types of sensory-based interventions, other than Ayres Sensory Integration ® , pediatric occupational therapists are using, how frequently they are being used, and the clinical rationale for choosing these interventions for children with a sensory processing dysfunction. Method: A survey was sent to 250 primary members of the American Occupational Therapy Association Sensory Integration Special Interest Section (SISIS). The survey was piloted by the SISIS committee members and their feedback was used in guiding the survey contents. Results: Out of 250 surveys sent, 87 surveys were returned for a response rate of 35.2%. The findings revealed the primary reason for using sensory-based interventions is to provide a comprehensive treatment approach. The most frequently used sensory-based interventions in practice were The Alert Program for Self-Regulation and the Wilbarger Protocol. Duration of use was stated to be dependent on the “unique needs of the child. ” For clinical rationale, the primary sensory systems addressed in the sensory-based intervention chosen corresponded to the intent of that chosen sensory-based intervention. The three most frequently reported anticipated outcomes for each sensory-based intervention related to the role of the primary sensation being addressed in therapy. Conclusion: Therapists need to be vigilant in choosing and explicit in articulating the sensorybased interventions they practice. Using evidence, staying true to an intervention, and receiving continuing education is key to clinical reasoning. Sound clinical reasoning is important in validating treatment approaches to others important to the child’s care. DETERMINING SENSORY-BASED INTERVENTIONS 4 Determining Sensory-Based Interventions Used by Occupational Therapists The ability to process sensory stimuli is vital to a person’s engagement in activities and ability to function on a daily basis. Difficulty with sensory processing can disrupt family life and result in various behavioral, motor, and social impairments for a child. Dr. A. Jean Ayres (1972) studied problems with tactile, vestibular, and proprioceptive senses in children with learning disabilities. She introduced the theory of sensory integration, where she identified the importance of being able to process sensory information and produce adaptive responses appropriate for the demand of the activity or environment. Children need different amounts and types of sensory stimulation in order to self-regulate and improve their function in daily life, especially children with sensory processing dysfunction (Ayres, 1972; Smith Roley & Jacobs, 2009). In addition to using Ayres’ Sensory Integration ® (ASI ® ) as an intervention strategy for sensory processing dysfunction, many pediatric therapists also use other sensory-based interventions (Polatajko & Cantin, 2010). Occupational therapists frequently work with children with sensory processing issues including children with autism. Since all children are unique in their sensory needs, an ASI ® treatment approach alone may not be sufficient, thus a sensory-based intervention may be needed to complement ASI ® treatment or used independently (Nwora & Gee, 2009). While there is extensive research on ASI ® , and it is used widely in practice (Watling, Koenig, Schaaf, & Davies, 2011) more research is needed on alternative types of sensory-based interventions used in practice. Occupational therapists need to be able to distinguish between ASI ® and other sensory-based interventions because they use different methods and seek to achieve different outcomes. DETERMINING SENSORY-BASED INTERVENTIONS 5