A Model for Classroom-Based Intervention for Children with Sensory Processing Differences.

This study examines the impact of a general education, classroom-based sensory program for students exhibiting sensory processing differences in the school environment. Students were divided by age and degree of sensory needs between control and experimental groups. Teachers of experimental groups implemented the BrainWorks sensory program class wide. In spite of the top-down nature of the training for teachers, which generated a skeptical and/or resistant teacher population in both groups, results demonstrated a positive impact, although the degree of magnitude differed across classrooms and age groups. Of equal significance is difference in teacher implementation structures, which provides input for future training approaches. The degree of change in classroom performance of students in the experimental group suggests that training for teachers with students who have sensory differences is effective, and students can benefit from a classroom-based sensory program to improve classroom performance. This study is significant because it goes beyond the therapeutic environment and evaluates actual classroom-level/educational setting impact, with concrete implications for effective classroom interventions. Future research in this area could expand to evaluate actual academic gains as measured by standardized academic scores, furthering the data in this study, which evaluated performance on standardized sensory and behavioral measures. A Model for Classroom-Based Intervention for Children With Sensory Processing Differences Sensory processing disorder (SPD) is a condition that impairs an individual’s ability to organize input from sensory sources and react according to that input (Alibrandi et al., 2014; Murray et al., 2009). SPD can take the form of Sensory Modulation Disorder, which is associated with underor overresponsiveness to sensory input such as touch, movement, or other sensations; Sensory-Based Motor Disorder, involving difficulty organizing and sequencing tasks related to physical movement; or Sensory Discrimination Disorder, which limits the ability to distinguish among visual, movement, auditory, tactile, and other sensory input (Alibrandi et al., 2014; Murray, Baker, Murray-Slutsky, & Paris, 2009). SPD often coincides with autism spectrum, attention deficit, behavior, anxiety, or attachment disorders (Sensory Processing Institute for Research and Learning, 2006). Although SPD is not included in the DSM-V, these sensory integration issues create challenges in academic and daily living settings and can be treated through regular therapies and sensory integration programs (Sensory Processing Disorder Foundation, 2014). Studies on the impact of clinically based therapy, the use of sensory strategies, and movement breaks provide a rationale for developing the capacity for teachers to provide a classroom-based intervention for students with SPD. This study investigates the impact of a program that involves training teachers on the implementation of sensory strategies and movement breaks as reflected in student gains in sensory processing and behavioral measures. While particular to an individual school, the impact of these measures in a short-term program reinforces other studies reflecting similar benefits (e.g., Worthen, 2010). Researchers hope that this study can contribute to increasing work in this area, so that students impacted by sensory processing challenges can improve their academic focus, learning, and behaviors to support their growth and achievement of their potential as students and community members.