Programme sensorimoteur, intégration scolaire et enfants avec un Trouble du Spectre Autistique

Abstract

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’integration et le fonctionnement de l’eleve) 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.