Abstract
ABSTRACT This quasi-experimental study explored the effects of sensorimotor strategies on improving attention and in-seat behavior of preschoolers with autism spectrum disorder (ASD). Using a single subject, B-A-B-A design with a sensorimotor phase (B) and non-sensorimotor phase (A), duration of attention and in-seat behavior were recorded and analyzed from a convenience sample of three participants with ASD in an integrated preschool classroom. Results indicated there were observable but inconsistent positive changes observed in attention and in-seat behavior during phases with the application of sensorimotor strategies. These findings suggest that sensorimotor strategies may be useful in increasing the average time a preschooler with ASD spends attending in the classroom, affording them the opportunity for self-modulation and participation in the educational process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Occupational Therapy, Schools, & Early Intervention
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
