GRADUATE STUDENT RESEARCH PROJECTS:

To find out more about graduate research projects that our students participate in, click on one of these titles:

• Cross-Cultural Comparison of Sensory Responses in Children With and Without Autism Spectrum Disorder
• Effectiveness of Sensory Based Strategies for Improving Adaptive Behaviors in Children with Autism
• Impact of Improving Sensory Processing on Routines for Families of Children with Autism
• Understanding Participation and Enjoyment of Extracurricular Activities for Children with Autism
• Sensory Strategies Used by Occupational Therapists in an Inclusive School for Children with Learning Disabilities

Cross-Cultural Comparison of Sensory Responses in Children With and Without Autism Spectrum Disorder

Student:

• Kristina Caron, OTR/L, Post-professional Master’s Program, 2007

The purpose of this study was to determine if differences exist in the sensory responses of children with and without Autism Spectrum Disorders (ASDs) living in two different cultures. Using a retrospective chart review of previously gathered data from studies completed in the United States and Israel, this study compared parent reported responses to sensory input, as measured by the Short Sensory Profile.

The aims of this study were to:

• To determine if significant differences exist in parent reported responses to sensory input, as measured by the Short Sensory Profile, in typically developing children living in Israel and the United States
• To determine if significant differences exist in parent reported responses to sensory input, as measured by the Short Sensory Profile, in children with ASDs living in Israel and the United States.
• To describe the implications of the study’s findings in relationship to evaluating and providing intervention for children with sensory modulation dysfunction

Findings:

• When comparing typically developing children living in United States to typically developing children living in Israel, significant differences were found in the Tactile Sensitivity, Underresponsive/Seeks Sensation, Auditory Filtering, and Visual/Auditory Sensitivity sections as well as on the Total Test score of the Short Sensory Profile.
• When comparing children with ASDs living in the United States to children with ASDs living in Israel, significant differences were found in the Auditory/Visual Sensitivity and Auditory Filtering sections of the Short Sensory Profile.  
• Implications for occupational therapists include having an increased awareness of culturally related differences when interpreting Short Sensory Profile scores and increased sensitivity to cultural differences when planning and implementing intervention.
  
  

Effectiveness of Sensory Based Strategies for Improving Adaptive Behaviors in Children with Autism

Students:

• Brittany Hitz, EMOT Program 2008
• Jennifer Hawley, BS/MS Program 2007
• Melissa Gatlin, BS/MS Program 2007

This study was conducted at the Pathway School, a residential school for children with neuropsychiatric disorders and complex learning issues. The purpose of this study was to examine the effectiveness of occupational therapy using a sensory integrative approach on increasing the engagement in on-task behavior for adolescents with pervasive developmental disorder and sensory dysfunction.

The aims of this study were to:

• Examine and compare a student’s level of engagement in classroom activity before, during, and after occupational therapy intervention
• Provide information about how engagement in classroom activities and reduction of undesired behaviors are best measured in adolescents with pervasive developmental disorder
• Providing pilot data on a study methodology for individualized occupational therapy interventions

Findings:

• Preliminary evidence that OT/SI increased percent engagement during functional classroom.
• Having individuals engage in gross motor activities during functional tasks decreases undesirable behaviors.
  
  

Impact of Improving Sensory Processing on Routines for Families of Children with Autism

Students:

• Jillian MacDonald, BS/MS Program 2008
• Kerri Crochietiere, BS/MS Program 2008
• Gina Outten-Madrid, EMOT Program 2007
• Stephanie Johnson, EMOT Program 2007
• Nicole Nowakowski, EMOT Program 2006

This study was conducted with families of children with autism. The purpose of this study was to provide practitioners and caregivers with a general understanding of how sensory processing deficits in children with autism impact family routines.

The aims of this study were to:

• Investigate the impact of sensory processing behaviors in children with autism on family routines in and outside of the home by interviewing caregivers about their lived experiences.
• Examine if a relationship exists between the Sensory Processing Measure scores and the family’s ability to participate in daily routines

Findings:

• Families reported that their child’s sensory processing behaviors impact their routines and shared family occupations
• Families struggle with ways to adapt as the social, emotional, and physical needs of their child change over time
• Indicates that intervention is needed to address sensory based dysfunction in the context of the family
  
  

 Understanding Participation and Enjoyment of Extracurricular Activities for Children with Autism

Student:

• Amy Arenstein, EMOT Program 2008

This two-person case study report used purposive sampling to recruit two children on the autism spectrum from a private, pediatric clinic. The purpose of this study was to examine the relationships among presenting sensory processing difficulties, occupational therapy social skills intervention, and participatory behaviors in extracurricular activities for two children with Asperger’s features of Autism Spectrum Disorder (ASD). 

The aims of this study were to:

• Investigate the feasibility and accuracy of administering the Children’s Assessment of Participation (CAPE) and the Preferences of Activities for Children (PAC) to two children with high-functioning ASD
• Determine if a relationship exists between each child’s scores on the CAPE and parent and therapist responses
• Examine factors that parents and therapist identify which help these children to participate in extracurricular activities

Findings:

• These two children demonstrated fairly accurate results of CAPE when compared to parent report, but required more than minimal parental assistance and modifications for completion
• An observable relationship exists between each child’s scores on the CAPE and parent and therapist responses for social and physical activities
• Factors that the parents and therapist identified which help these children to participate include: informal time with family and friends, organized physical and social family activities, chores, social skills occupational therapy, routines, maintaining an optimal state of arousal and facilitation of sensory regulation and modulation, adaptability, and flexible thinking strategies
  
  

Sensory Strategies Used by Occupational Therapists in an Inclusive School for Children with Learning Disabilities

Student:

• Emily Lomax, BS/MS Program 2008

This study was conducted at the Academy of Manayunk (AIM), a private school for children with non-verbal learning disabilities. The purpose was to understand the clinical reasoning processes used by two occupational therapists that work with children with learning disabilities who have sensory concerns.

The aims of this study were to:

• Understand the clinical reasoning processes used by occupational therapists that work with children with learning disabilities who have sensory concerns.
• Uncover which specific sensory strategies are utilized by occupational therapists.
• Provide evidentiary support of the sensory strategies utilized in the available literature.

Findings:

• 57 strategies were observed overall (45 sensory, 6 biomechanical, 6 behavioral, and 6 with unknown theoretical rationale).
• Resources utilized by therapists included recent SI literature book publications and continuing education courses.
• When interviewed, the occupational therapists provided clear rationale for observed activities.