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Publication
Intervention effects on communication skills and sensory regulation on children with ASD
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Advisor(s)
Abstract(s)
This article evaluates the effects of an individualized intervention for
children with Autism Spectrum Disorder (ASD) based on the principles
of the DIR/FloortimeTM model, which encourages caregivers to follow
their child’s emotions and interests and to interact with them in a natural
social environment to help children develop social communication skills.
Twenty-five preschool children with ASD, ranging from 3 to 6 years of age,
received care from an interdisciplinary team specializing in ASD intervention,
which included psychologists, speech and language pathologists,
and occupational therapists. The children received supportive care from
these professionals based on their individual and family needs and concerns.
A pre-experimental research design, pre-tests (1)- post-test (2) was
given. The effects of the intervention were evaluated using the
“Assessment Scale of Children with Autism Spectrum Disorder,” which was
completed by the parents before and after the intervention. Children
made significant changes in mean scores within the areas of “Social
Communication” and “Sensory Processing.” The results revealed that
this intervention, focused on the development of relationships and interaction
through play, had positive effects on the development of communication
and sensory regulation with children with ASD at early ages.
Description
Keywords
Autism spectrum disorder DIR/floortime principles Intervention
Citation
Helena I. S. Reis, Ana P. S. Pereira & Leandro S. Almeida (2018): Intervention effects on communication skills and sensory regulation on children with ASD, Journal of Occupational Therapy, Schools, & Early Intervention, DOI: 10.1080/19411243.2018.1455552