School-Based Occupational Therapists’ Perceptions of Sensory Processing Interventions for Students With Autism Spectrum Disorder

Abstract

ABSTRACT There is no research on the lived experience of school-based occupational therapists providing sensory-based interventions for students with autism spectrum disorder (ASD). The purpose of this study was to investigate how school-based occupational therapists are addressing sensory processing limitations for students with ASD. A phenomenological qualitative approach was used to understand participants’ experiences. In total, six occupational therapists provided responses to qualitative natured questions during virtual interviews. Thematic analysis was performed through line by line coding of interview transcripts and five key themes were discovered that illustrate their experiences. Occupational therapists face a complex, multi-faceted, challenge when addressing sensory processing limitations in students with ASD in the educational context. One size does not fit all and participants utilized a variety of approaches and sensory tools to address student’s needs. Factors involved in the process can be facilitators or barriers to perceived successful implementation, depending on the level of support and collaboration from interdisciplinary staff. The results of this study should be used to facilitate and guide team discussions around how-to best address students with sensory processing limitations.