The use of Multi-Sensory Environments with autistic children: Exploring the effect of having control of sensory changes.

Katy L Unwin,Georgina Powell,Catherine Rg Jones

doi:10.1177/13623613211050176

Katy L Unwin, Georgina Powell + Show 1 more

Open Access

https://doi.org/10.1177/13623613211050176

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Abstract

Multi-Sensory Environments (also called sensory or Snoezelen® rooms) are specialised spaces that contain equipment to modify the environment. They are commonly used in special-needs schools with autistic children, but empirical investigation into how to best use Multi-Sensory Environments with autistic children has been limited. Based on converging evidence that autistic children may benefit from having control, we tested 41 autistic children (8 female) aged 4–12 years (mean = 8 years, standard deviation = 2.05 years) who used the Multi-Sensory Environment both with and without control over the sensory changes. Behavioural coding of video data showed that having control was associated with increased attention and reduced repetitive motor behaviours, sensory behaviours, activity levels, stereotyped speech and vocalisations. Social behaviour, anxiety, positive affect and arousal were not significantly affected by condition. Our findings demonstrate that how a Multi-Sensory Environment is used can affect autistic children’s behaviours. They also suggest that providing control of sensory changes to autistic children may help create better conditions for learning.Lay abstractMulti-Sensory Environments (also called sensory or Snoezelen® rooms) are rooms that contain equipment which can create light, sound and touch experiences. Multi-Sensory Environments are often used with autistic children, particularly in schools, but there is no evidence for how best to use them. We investigated whether having control over the sensory equipment in the Multi-Sensory Environment affected how a group of 41 (8 female) autistic children aged 4–12 years behaved. We found that when autistic children could control the sensory equipment, they paid more attention and performed fewer repetitive and sensory behaviours. They also used less stereotyped speech, produced fewer vocalisations and showed lower levels of activity. Other behaviours were not affected. Our findings demonstrate that how a Multi-Sensory Environment is used can impact behaviour and that providing control of sensory changes to autistic children may help create better conditions for learning.

Highlights

Multi-Sensory Environments (MSEs; known as a sensory or Snoezelen® rooms) are specialised spaces that contain equipment to modify the sensory environment across the modalities
Our findings demonstrate that how a Multi-Sensory Environment is used can impact behaviour and that providing control of sensory changes to autistic children may help create better conditions for learning
As data were not collected on ethnicity, race or socioeconomic status, we cannot infer the extent to which the results generalise across different populations. This is the largest study to date on MSE use with autistic children and the first to investigate the impact of having control over sensory changes within an MSE

Summary

Introduction

Multi-Sensory Environments (MSEs; known as a sensory or Snoezelen® rooms) are specialised spaces that contain equipment to modify the sensory environment across the modalities. Chan & Chien, 2017; Cuvo et al, 2001) and are common in special-needs schools. Their widespread use with autistic children is likely to relate to the differences in sensory processing experienced by autistic people, which comprise part of the core autism symptomatology (American Psychiatric Association, APA, 2013).

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