Abstract
Background: Ayres Sensory Integration (ASI) is widely employed by occupational therapists working with clients who experience challenges in sensory integration, including those with autism spectrum disorder (ASD). However, there is a dearth of research examining the feasibility of ASI outside of Western nations. This study documented the barriers associated with ASI in Saudi Arabia and assessed whether the intervention could improve process and participation skills. Methods: A pre-test/post-test case study design was used. The participant was a 4-year-old girl with ASD from Saudi Arabia. Data were gathered on sensory processing, motor skills, and participation in activities of daily living. The study used semi-structured interviews and assessments (Sensory Integration and Praxis Tests, the Sensory Processing Measure-Preschool, and the Peabody Developmental Motor Scale-2) to develop goals, identify outcome measures, and plan an ASI intervention. Results: Despite the limited availability of resources (e.g., toys, treatment spaces) and Arabic measures, improvements were observed on motor and sensory tasks and in occupational performance. Conclusion: ASI that adheres to the ASI fidelity tool can be of value for Saudi Arabian children with ASD. Additionally, the study provides a stepping-stone to further research for occupational therapists in Saudi Arabia working with children with ASD.
Highlights
Sensory integration (SI) is a neurobiological process for finding, assimilating, organizing, and employing sensory information, which helps individuals to interact with the world (Parham et al, 2011)
While previous studies based on children with impaired SI suggest that occupational therapists (OT)-Ayres Sensory Integration (ASI) can improve SI and occupational performance, such studies did not focus on Arab countries (Schaaf & Nightlinger, 2007)
The current study hypothesized that participation challenges of children with autism spectrum disorder (ASD) were linked to SI impairments
Summary
Sensory integration (SI) is a neurobiological process for finding, assimilating, organizing, and employing sensory information, which helps individuals to interact with the world (Parham et al, 2011). According to the American Psychiatric Association’s DSM-5 guidelines (2013), hyperreactivity and hyporeactivity to sensory input are features of ASD Such issues can cause poor concentration and sensory over-reaction (Jorquera-Cabrera et al, 2017). Al-Heizan et al (2015) reported that 84.8% of children in their ASD sample in Saudi Arabia (SA) had definite sensory processing challenges. Such challenges can be difficult to identify and may be overlooked, especially by occupational therapists (OT) not trained in SI (Al-Heizan et al, 2015). This study documented the barriers associated with ASI in Saudi Arabia and assessed whether the intervention could improve process and participation skills.
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