Sensory-Based Interventions in School-Based Occupational Therapy: A Scoping Review

Abstract

ABSTRACT Education is a primary childhood occupation. Dysfunction in sensory processing can make it challenging for children to succeed in school. School-based occupational therapy (SBOT) services address these differences through sensory-based interventions. Limited research exists to support the use of sensory-based interventions in school-based settings. The purpose of this study is to summarize existing research supporting the use of sensory-based interventions in SBOT and to identify gaps in the literature. A scoping review methodological framework was used to search seven databases. Descriptive numerical summary and qualitative thematic analysis were used to summarize and report the results. Nineteen articles met the inclusion criteria for this study. Quantitative results describe variations in diagnoses, outcomes, and intervention types. Major qualitative themes include the impact of sensory-based interventions on classroom participation and engagement, and the efficacy of treatment methods used in SBOT. Gaps in the literature include the long-term effects and specificity of sensory-based interventions. There are many factors that may influence the effectiveness of interventions. Individualized OT services are needed to consider the intricacies of the child-environment interaction. Additional research is needed to support the efficacy of sensory-based interventions in SBOT.