Abstract
Introduction: At present there is no research to support teachers’ use of sensory
interventions in the classroom. This study aims to investigate the extent to how
participation in a sensory processing training session would improve teachers’
competence, confidence, and practice towards supporting children with autism.
Method: A pilot study design with mixed qualitative and quantitative methods was
used to evaluate the impact of sensory processing training on six teachers who taught
at least one child with autism in a mainstream school. The Autism Education Trust
(AET) Competency Framework and face to face semi structured interviews were
completed with participants both pre (Time 1) and post (Time 2) the training session.
Results: Quantitative findings presented statistically significant differences (p < .05)
in results with large effect sizes in the areas of confidence, knowledge, implementing
sensory strategies, adjusting sensory environments, reviewing and reflecting.
Qualitative data provided by participants corroborated this and indicated a need for
further and more detailed training in the area. There was no change in the practice of
teachers consulting with pupils about their sensory needs.
Conclusion: Findings of this pilot study indicate that sensory processing training for
teachers does improve competence, confidence, and practice towards supporting
children with autism. Review of the session to allow more detail including consulting
with the children themselves is recommended.
Original language | English |
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Journal | Irish Journal of Occupational Therapy |
DOIs | |
Publication status | Published (in print/issue) - 7 May 2019 |
Keywords
- Autism
- Teacher training
- Sensory processing