Sensorimotor program, school integration and children with Autism Spectrum Disorders
Programme sensorimoteur, intégration scolaire et enfants avec un Trouble du Spectre Autistique
Creators: name: Chrétien-Vincent, Myriam
name: Tétreault, Sylvie
name: Couture, Mélanie
Publisher: name: Communauté pour l’Avancement de la Recherche Appliquée Francophone en Ergothérapie (CARAFE)
Year: 2019
Subjects: Intervention sensorielle
Approche sensorimotrice
Troubles du spectre de l'autisme
Intégration scolaire
Ergothérapie
Sensory intervention
Sensorimotor approach
Autism spectrum disorders
School inclusion
Occupational therapy

description: Background. To support children with Autism Spectrum Disorders (ASD) in regular school settings, occupational therapists recommend sensory interventions that are not always feasible in classroom.
  Purpose. This study explores the effectiveness of a sensorimotor program named SPIFE (Stimulations proprioceptives pour l’intégration et le fonctionnement de l’élève) for seven children’s participation in school.
  Methods. An ABAB single-subject design was used to measure effects of SPIFE, using the Goal Attainment Scaling. Also, features promoting and limiting the application of the program in classroom were evaluated via individual interviews with teachers.
  Results. Some improvements in the child with ASD’s functioning in the classroom appear to be related to the application of the SPIFE. Qualitative content analysis of the interviews highlighted the characteristics of the school environment, the teacher and SPIFE program that influenced its applicability.
  Conclusion. This inclusive sensorimotor program contributes to facilitate positive behaviours of children with ASD and other students.
description: Introduction. Pour soutenir l’intégration des élèves ayant un trouble du spectre de l’autisme (TSA), les ergothérapeutes recommandent entre autres des interventions sensorielles, parfois difficilement applicables en classe.
  But. Cette étude explore les effets du programme sensorimoteur nommé SPIFE (Stimulations proprioceptives pour l’intégration et le fonctionnement de l’élève) sur le fonctionnement de sept élèves ayant un TSA.
  Méthodes. À l’aide d’un devis ABAB, les effets du programme SPIFE ont été évalués à l’aide du Goal Attainment Scaling. Des entrevues semi-structurées avec les enseignantes ont documenté les éléments favorisant ou limitant la mise en place du SPIFE.
  Résultats. Certaines améliorations du fonctionnement en classe de l’enfant ayant un TSA semblent être associées à l’application du SPIFE. L’analyse de contenu des entrevues fait ressortir des caractéristiques du contexte scolaire, de l’enseignante et du programme qui ont modulé sa mise en place.
  Conclusion. Le SPIFE pourrait contribuer à l’émergence et au maintien de comportements positifs chez les enfants ayant un TSA.
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  Sensorimotor program, school integration and children with Autism Spectrum Disorders
  Background. To support children with Autism Spectrum Disorders (ASD) in regular school settings, occupational therapists recommend sensory interventions that are not always feasible in classroom.
  Purpose. This study explores the effectiveness of a sensorimotor program named SPIFE (Stimulations proprioceptives pour l’intégration et le fonctionnement de l’élève) for seven children’s participation in school.
  Methods. An ABAB single-subject design was used to measure effects of SPIFE, using the Goal Attainment Scaling. Also, features promoting and limiting the application of the program in classroom were evaluated via individual interviews with teachers.
  Results. Some improvements in the child with ASD’s functioning in the classroom appear to be related to the application of the SPIFE. Qualitative content analysis of the interviews highlighted the characteristics of the school environment, the teacher and SPIFE program that influenced its applicability.
  Conclusion. This inclusive sensorimotor program contributes to facilitate positive behaviours of children with ASD and other students.