Sensory Integration Therapy Research Articles

Comparison of Functional Communication Training, Sensory Integration Therapy, and Behaviour Intervention for Challenging Behaviours in Children with Autism: A Pilot Study

Comparison of Functional Communication Training, Sensory Integration Therapy, and Behaviour Intervention for Challenging Behaviours in Children with Autism: A Pilot Study

Sensory Processing Dysfunction and Genito-Pelvic Pain/Penetration Disorder: Women share their experiences of participating in a sensory-based home programme

INTRODUCTION: Sensory processing dysfunction (SPD) has only recently been described in women with genito-pelvic pain/penetration disorder (GPPPD). However, female sexual pain is a virtually unknown area of practice for occupational therapists providing intervention for adults with SPD AIM: To describe the experiences of women with GPPPD with identified sensory processing dysfunction (SPD) who followed a sensory-based home programme METHODS: Purposive, non-probability sampling was used to recruit participants for the qualitative arm of the study after they presented with SPD in the quantitative part of the study. Semi-structured individual interviews were used to gather information and sufficient information power was reached after five participants were interviewed. Data were analysed descriptively using inductive thematic and saliency analyses RESULTS: Two themes were identified. Theme one: Changes experienced after participating in a sensory-based home programme, reflected increased insight into SPD (allowing participants to identify sensory triggers) and intra-personal changes (increased tolerance of sensory stimuli, feelings of control and I can breathe again). Theme two: Coping strategies employed by women with SPD and GPPPD, included sensory seeking, changes to home and work environments, positive reinterpretation/growth, acceptance, and socio-emotional support (you're not the only one. There are plenty of us out there CONCLUSION: A sensory-based home programme, catering to specific sensory profiles is beneficial as a non-invasive occupational therapy intervention approach (based on sensory integrative therapy) for women with both SPD and GPPPD Implications for occupational therapy: • SPD in the context of sexual pain is an emergent field in occupational therapy, thus occupational therapists need to expand service-delivery to this population and other practitioners such as gynaecologists must be alerted to occupational therapy as a non-invasive, and non-pharmaceutical intervention option for patients. • Contribute to the knowledgebase of sensory integration in the adult population. • Improve the occupational therapist's role in sexuality. • Emphasize the importance of insight as part of a treatment programme.

Improvement of Tongdu Qiyu Acupuncture Combined with Language Behavior Teaching Study on Language Communication Function of Children with Temporary Mental Retardation (PIDD)

To explore the efficacy of Tongdu Qiyu acupuncture combined with language behavior teaching in the rehabilitation of temporary mental retardation. Methods: from January 2020 to December 2021, 80 children with temporary mental retardation in our hospital were selected and randomly divided into control group and observation group, 40 cases in each group. Both groups were treated with sensory integration therapy, round language training, occupational therapy, transcranial magnetic stimulation therapy and other conventional treatment. The control group was treated with language behavior teaching intervention, while the observation group was treated with Tongdu Qiyu acupuncture on the basis of language behavior teaching. After 3 months of treatment, the language development quotient of S-S examination, the language and personal social scores in Gesell development scale, and the learning and language milestone skills scores in vb-mapp were compared between the two groups. Results: the curative effect of the observation group was significantly higher than that of the control group; The effect of language function and personal social interaction is significant; The effective rate of the observation group was significantly higher than that of the control group in terms of requests, naming, listener response, lrffc, visual perception / pairing, social behavior / games, classroom / group rules, voice, dialogue and other skills. Conclusion: Tongdu Qiyu acupuncture combined with language behavior teaching has a good therapeutic effect on transient mental retardation, and can significantly improve the language communication function of children.

The Effects of Sensory Integration Therapy on Children with Neurodevelopmental Disorders

The purpose of this study was to determine the effects of SIT on developmentally disabled children with sensory integration disorder.

Sensory Integration - Incorporate nature into child’s sensory integration therapy for sensory processing input: A case study in SRK Bukit Payung, Terengganu

This study investigates the number of special needs students and how a sensory garden can Incorporate nature into a child’s sensory integration therapy for sensory processing input. The case study was conducted at Sekolah Rendah Kebangsaan Bukit Payong which offers specialized classes for students with special needs. The objectives of this study are to identify types of special needs students in this school and to provide or design an environment that incorporates natural elements as a therapeutic approach by engaging students in physical activities that facilitate the management of sensory input. Method used in this study are content analysis to understand sensory integration and sensory garden, semi structured interview identified the numbers of special needs students in this school. The outcomes of this study entail the identification of distinct types of special needs students present at Sekolah Rendah Kebangsaan Bukit Payong This information serves as a foundation for developing learning spaces that are tailored to the specific needs of these students, thereby improving their focus and concentration in the classroom by providing a sensory garden. Additionally, the study introduces a sensory integration design that incorporates activities aimed at assisting children in mastering the more challenging learning tasks. Such activities contribute to the development of cognitive abilities, language skills, gross motor skills, and social interaction that is facilitated through the transfer of expert knowledge.

AUGMENTED EFFECTS OF SENSORY INTEGRATION THERAPY AND VIRTUAL REALITY ON MOVEMENT AND BALANCE ISSUES IN CEREBRAL PALSY: A PILOT STUDY

Background: Cerebral Palsy (CP) causes many sensory and motor deficits in children which may lead to deterioration of their functional activities and daily life. Effective interventions are required to be worked on, which can improve the movement status of such subjects. Objective: To determine the effects of sensory integration therapy (SIT) in addition with virtual reality (VR) and Conventional Physical Therapy in subjects with cerebral palsy. Methods: A Pilot randomized control trial (RCT) was conducted at Pakistan Railway Hospital Rawalpindi from July to December 2019. The n=26 subjects were recruited after fulfilment of inclusion criteria; male and female diagnosed spastic CP subjectswith age 5-12 years, gross motor function classification system (GMFC) level I-II, can independently walk ≥ 5 meters, spasticity of lower limb <3 on Modified Ashworth Scale (MAS), able to understand commands and play gamesThe subjects were randomly divided into group A, receiving sensory integration therapy (SIT) in addition to virtual reality (VR) and conventional physical therapy CPT), while group B received only virtual reality (VR) and conventional physical therapy CPT). The interventions were given for 6 weeks with assessments at baseline, 3rd and 6th weeks. The outcome measures were gross motor function measurement (GMFM) for assessment of gross motor functions, pediatric balance scale (PBS) for assessment of balance in children and 2-minute walk test (2MWT) for mobility. The analysis was done via SPSS 21 and ANOVA test was applied. Results: The mean age of the study participants was 7.52±2.25 years. The balance Scale and 2-minute walk test showed significant interaction (p<0.001) between intervention and time. Between group analyses done by one way ANOVA, the assessment at 3rd and 6 weeks has shown significant difference (p<0.001) for GMFM standing, walking/running and total along with PBS and 2 MWT. Conclusion: Augmentation of sensory integration therapy with virtual reality has significant effects on improving gross motor functions, balance and mobility in cerebral palsy as compared to virtual reality. Keywords: Balance, cerebral palsy, gross motor functions, virtual reality, sensory integration therapy

Вплив ерготерапії на показники сенсорного профілю дітей з розладами аутистичного спектра

The purpose of the study is to assess the effectiveness of occupational therapy on the sensory integration indicators of children with autism spectrum disorders in early childhood. Materials and methods. 60 patients (from 3 to 5 years old), who received rehabilitation measures for 6 months, participated in the study. In the control group, children received a standard corrective program. Children of the main group 1 additionally went through occupational therapy sessions, which were addressed to developing self-care skills. In the main group 2, in addition to the main group 1 therapy, children received sensory integration therapy (imitation abilities, orientation in space, coordination, sensory perception, changing the sensory environment). The study used a short sensory profile. Evaluation was carried out by occupational therapists before the start of the intervention and after completion of the program. Results and discussion. Comparison of the three groups according to the initial results of the total sensory profile score did not establish statistical differences between the groups (χ²=2.594; p=0.273). The initial indicators of х̅ ± SD of the total score in the control group were 88.4 ± 4.11 points, in the main group 1 – 91.45 ± 7.12 points, and in the main group 2 – 89.7 ± 7.83 points. Comparison of the three groups according to the final results of the total sensory profile score established statistical differences (F=604.805; p<0.001). х̅ ± SD indicators in the control group were 100.5 ± 4.56 points, in the main group 1 – 158 ± 6.61 points, and in the main group 2 – 165 ± 7.73 points. A conducted posteriori test established the presence of statistical differences between the control group and other groups (p<0.001), between the main group 1 and the main group 2 (p<0.01). It should be noted that the increase in х̅ in the control group was 12.1 points, in the main group 1 – 66.55 points, and in the main group 2 – 75.3 points, which was 13.69%, 72.77% and 83.95% of the initial values, respectively in groups. Conclusion. The addition of occupational therapy sessions to a standard remedial program improved the effectiveness of the intervention on all item scores and the Short Sensory Profile total score. However, adding occupational therapy classes and sensory integration therapy to the standard correctional program had the best effect on sensory integrative indicators. The results obtained by us are a consequence of the fact that in the control group the changes were less shown than in other groups, and in the main group 2 they were the most shown. At the same time, in the main group 1 and main group 2, the comparison of the final and initial results established statistical changes in all points of the sensory profile

Implementation outcomes of a sensory integration therapy program with computerized dynamic posturography in patients with balance and sensory dysfunction

ObjectiveWe describe the first-year implementation experience of an Instrumented Sensory Integration Therapy Program in Audiological & Balance Center patients. DesignThis is a retrospective descriptive study. Participants included Seventy-three adults with diagnoses of acute, episodic, or chronic vestibular syndromes. They were classified into the following two groups: group 1 included 46 individuals treated with ISIT plus VRT, and group 2 included 27 individuals treated only with ISIT. ResultsThe Sensory Organization Test (SOT) for both groups showed a statistical significance for all three sensory inputs; visual systems (G1: p = 0.0003; G2: p = 0.0337), vestibular system (G1: p < 0.0001; G2: p = 0.0003), and balance as demonstrated by compound balance score (G1: p < 0.0001; G2: p = 0.0035), and balance percentage deficit (G1: p < 0.0001; G2: p = 0.0078). ConclusionsThe severity and complexity of functional neurological disorders in the context of vestibular syndromes seem to require between 10 and 20 therapy sessions, and combined ISIT plus VRT appears to be more effective than ISIT as a monotherapy.

Sensory based interventions by speech language pathologists

BACKGROUND: The use of sensory based interventions (SBI) by many parties including speech-language pathologists (SLPs) are evident despite limited proof of their efficacy. Insight into SLPs’ implementation, knowledge, and perceptions of SBI are crucial to define and guide such practices in the field of speech-language therapy. OBJECTIVES: The study aimed to gather information regarding the nature of SBI, knowledge of sensory processing and SBI, and perception of the role and outcomes of SBI as implemented by SLPs. METHOD: A quantitative survey design was employed. Sixty-five SLPs working in early intervention clinics, public hospital clinics, school settings, and private practice responded to a questionnaire. Results were analysed using SPSS statistical software. RESULTS: Respondents indicated that they often implement SBI using various sensory activities and equipment. They answered more than half of the questions related to the prevalence and nature of sensory difficulties in children with Autistic Spectrum Disorder (CWASD) accurately. Respondents answered fewer questions regarding the differences between SBI and sensory integration therapy accurately. Regular collaboration with and guidance from occupational therapists (OTs) were reported. Respondents acknowledged the role of SLPs in addressing sensory difficulties in CWASD. Positive outcomes for the implementation of SBI in speech-language therapy were stated. CONCLUSION: Despite the limited evidence for the efficacy of SBI, SLPs regularly implement such practices to enhance therapy outcomes. The insights gathered from this study support reports of positive outcomes related to SBI. The need for more rigorous efficacy studies, clearer guidelines and specialised training for SLT’s in SBI are highlighted.

Effects of Sensory Integration Therapy with Sibling on Peer Interactions among Children with Disabilities

This study aimed to evaluate the effects of applying sensory integration therapy on the peer interaction of siblings with children with disabilities. These subjects were preschool children aged between 3 and 7 years who had used the child development center. A total of 20 children were recruited, 10 for the experimental and control groups. Then, 10 healthy siblings of children with disability supported the experimental group and compared with the control group. The sibling sensory integration therapy was performed in the experimental group, whereas individual sensory integration therapy was conducted in the control group. The treatment was administered once a week for a total of 10 weeks, 40 min per session, and 10-min interview with the children's parents. Based on the theory of sensory integration therapy, play that meets the neurological needs of each child was selected and provided. The total score is 0-96 points, indicating that the higher the score, the more negative peer interactions, and that the lower the score, the more positive the peer interactions. Among them, 22–29 and 31 questions were scored in reverse because they meant that the lower the score, the more negative the interactions. This tool is divided into three subcategories: play disruption (13 questions), disconnection (11 questions), and interaction (8 questions). A significant difference was confirmed in the area of play disruption in the experimental group and total scores; however, no significant difference was observed in the other areas. When sensory integration therapy intervention was applied to children with disability and their siblings, it was more effective within the play disruption area of peer interaction than in children with disability without a sibling.

Combined sensory integration therapy plus neurodevelopmental therapy (NT) versus NT alone for motor and attention in children with Down syndrome: a randomized controlled trial

In this study, we aimed to analyze the incremental effects of sensory integration therapy (SIT) plus neurodevelopmental therapy (NT) versus NT alone on the attention and motor skills in children with Down syndrome (DS). We randomly assigned into experimental (i.e. SIT + NT; n = 21) and control (i.e. NT alone; n = 21) groups. While NT was applied to both groups for six weeks, SIT was applied simultaneously to the experimental group for six weeks. Participants’ motor functions (Bruininks-Oseretsky Test of Motor Proficiency-Short form (BOT-2 SF)) and attention skills (Stroop TBAG (Turkish Scientific and Technological Research Association) Form) were evaluated before and after treatment (6 weeks later). Stroop TBAG and BOT-2 SF scores of the groups were similar at the baseline (p > 0.05). Significant improvement from baseline was observed in both BOT-2 SF, and Stroop TBAG results in both groups (p < 0.05). In addition, the improvement in both BOT-2 SF and Stroop TBAG results was found to be greater in the experimental group compared to the control group (p < 0.01). There were clear advantages to adding SIT to NT alone when seeking to improve motor and attention skills in children with DS.

Review of Sensory Integration Therapy for Children With Cerebral Palsy.

Cerebral palsy (CP) refers to a group of non-progressive brain disorders. Several different approaches are used to treat cerebral palsy children like neurodevelopmental therapy (NDT), sensory integration therapy (SIT), and hippotherapy. Sensory integration therapy is a clinically based approach that places an emphasis on the relationship between the therapist and the child and uses play-based sensory and motor activities to encourage analysis and integration. SIT seems to offer a lot of therapeutic prospects. It uses various interventions. According to sensory integration therapists, some impacts of SIT include an improved ability to concentrate in academic, therapeutic, and social settings. Sensory integration treatment is successful in enhancing gait, balance, and gross motor function.

Interventions for Sensory Over-Responsivity in Individuals with Autism Spectrum Disorder: A Narrative Review.

Individuals with autism spectrum disorder (ASD) often exhibit sensory over-responsivity (SOR), which is characterized by an overwhelmingly negative reaction to or avoidance of sensory stimulation. Despite the detrimental effects of SOR on people’s personal and social lives, the knowledge of and interventions for the issue remain limited. This paper collates and reviews studies on SOR and information on the potential for effective interventions for people with ASD. This review reveals evidence that SOR has a close relationship with anxiety, depression, insomnia, and family life impairment and an underlying mechanism related to SOR. Four interventions and their theoretical bases in sensory-motor processing are discussed in this paper, namely, physical activity (PA), sensory integration therapy (SIT), mindfulness-based cognitive therapy (MBCT), and cognitive behavioral therapy (CBT). These interventions focus on establishing coping strategies for regulating the emotional response to sensory information, and they have been found to be effective and to have the potential to help children with ASD reduce their SOR behaviors. This paper provides guidance for selecting appropriate interventions and for further investigation of more effective interventions in the future.

Prevention and treatment of behavioural and learning disorders with sensory integration therapy

Sensory integration disorders, which are often hidden in the background of learning and/or behavioural disorders, can cause serious difficulties in the daily activities of the students, in the implementation of learning and/or behaviour. Upon hearing the term ‘sensory integration’, two interpretations appear in the minds of professionals. On interpretation refers to the integration, sensory interconnection coordination and interdependence of sensory systems as a typical, neurological maturation process that provides the basis for subsequent learning and behavioural organisation processes. Based on a second interpretation, ‘sensory integration’ is a therapeutic methodology, diagnostic, and therapeutic procedure that provides assistance to people who are lagging behind in the maturation of sensing systems and perception processes. Learning and/ or behavioural disorders can be caused by impaired information acquisition processes, sensory modulation, and integration in the nervous system. The following study comprehensively presents the diagnostic process and the relationship between the learning and behavioural differences related to sensory integration disorders.

Sensory Processing Impairments in Children with Developmental Coordination Disorder.

The two objectives of this systematic review were to examine the following: (1) the difference in sensory processing areas (auditory, visual, vestibular, touch, proprioceptive, and multi-sensory) between children with and without developmental coordination disorder (DCD), and (2) the relationship between sensory processing and motor coordination in DCD. The following databases were comprehensively searched for relevant articles: PubMed, Science Direct, Web of Science, and Cochrane library. There were 1107 articles (published year = 2010 to 2021) found in the initial search. Full-text articles of all possibly relevant citations were obtained and inspected for suitability by two authors. The outcome measures were sensory processing impairments and their relationship with motor coordination. A total of 10 articles met the inclusion criteria. Children with DCD showed significant impairments in visual integration, tactile integration, proprioceptive integration, auditory integration, vestibular integration, and oral integration processes when compared with typically developing children. Evidence also supported that sensory processing impairments were associated with poor motor coordination in DCD. Preliminary support indicated that DCD have sensory processing impairments in visual, tactile, proprioceptive, auditory, and vestibular areas, which might contribute to participation restriction in motor activities. It is important to apply sensory integration therapy in rehabilitation programs for DCD in order to facilitate participation in daily activities.

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism.

This paper presents a research design for an integrated intervention using sensory integration training fused with social sports games for the treatment of children with autism. This study used a multiple baseline cross-subject design in a single-subject experiment, with structured play as the independent variable and expressive language skills of children with autism spectrum disorders as the dependent variable, with three phases of intervention: baseline, intervention period, and maintenance period. The expressive language ability was examined in terms of both oral expression and gestural expression, where the intervention effect of the oral expression was analyzed in terms of four components: the total number of words, the total number of sentences, average sentence length, and vocabulary complexity of oral expression, and the intervention effect of the gestural expression was analyzed in terms of changes in the frequency of children's gestural expression behaviors. For the categories classified by sensory integration ability, there are corresponding specific training programs that combine various physical exercises and play equipment to train the various abnormal functions of children with autism. Stereotyped behavior is a repetitive, self-imposed, and purposeless physical action, usually in the form of continuous and repetitive movements, sounds, and so on. 4 times a week, 25 minutes each time, the activity of recognizing pictures and familiar objects is carried out first, and then the children choose the structured game model and the initiative to build and take turns with the researchers to build. Stereotypic behaviors cause a great deal of distress in the lives of children with autism, and it is necessary to explore how to implement positive and effective interventions. Subjects' play abilities developed after receiving effective critical response training. The subjects' practice and symbolic play showed good immediate and maintenance intervention effectiveness; their associative and functional play showed no significant intervention effectiveness. The enhancement of the sensory integration skills of children with autism through sensory integration training resulted in a relative reduction of stereotypic behavior about the stimulus-seeking function, which had a positive effect on the intervention of stereotypic behavior.

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Application Discussion on Repetitive Transcranial Magnetic Stimulation Combined with Sensory Integration and Cognitive Training in Children with High Functional Autism

Sensory integration therapy for children with autism and sensory processing difficulties: the SenITA RCT.

Carers report unmet need for occupational therapy services addressing sensory difficulties in autism, yet insufficient evidence exists to recommend a therapeutic approach. Our aim was to determine the clinical effectiveness and cost-effectiveness of sensory integration therapy for children with autism and sensory difficulties across behavioural, functional and quality-of-life outcomes. We carried out a parallel-group randomised controlled trial, incorporating an internal pilot and a process evaluation. Randomisation utilised random permuted blocks. Children were recruited via services and self-referral in Wales and England. Inclusion criteria were having an autism diagnosis, being in mainstream primary education and having definite/probable sensory processing difficulties. Exclusion criteria were having current/previous sensory integration therapy and current applied behaviour analysis therapy. The intervention was manualised sensory integration therapy delivered over 26 weeks and the comparator was usual care. The primary outcome was problem behaviours (determined using the Aberrant Behavior Checklist), including irritability/agitation, at 6 months. Secondary outcomes were adaptive behaviour, functioning and socialisation (using the Vineland Adaptive Behavior Scales); carer stress (measured using the Autism Parenting Stress Index); quality of life (measured using the EuroQol-5 Dimensions and Carer Quality of Life); functional change (according to the Canadian Occupational Performance Measure); sensory processing (determined using the Sensory Processing Measure™ at screening and at 6 months to examine mediation effects); and cost-effectiveness (assessed using the Client Service Receipt Inventory). Every effort was made to ensure that outcome assessors were blind to allocation. A total of 138 participants were randomised (n = 69 per group). Usual care was significantly different from the intervention, which was delivered with good fidelity and adherence and minimal contamination, and was associated with no adverse effects. Trial procedures and outcome measures were acceptable. Carers and therapists reported improvement in daily functioning. The primary analysis included 106 participants. There were no significant main effects of the intervention at 6 or 12 months. The adjusted mean difference between groups on the Aberrant Behavior Checklist - irritability at 6 months post randomisation was 0.40 (95% confidence interval -2.33 to 3.14; p = 0.77). Subgroup differences in irritability/agitation at 6 months were observed for sex of child (intervention × female = 6.42, 95% confidence interval 0.00 to 12.85; p = 0.050) and attention deficit hyperactivity disorder (intervention × attention deficit hyperactivity disorder = -6.77, 95% confidence interval -13.55 to -0.01; p = 0.050). There was an effect on carer stress at 6 months by region (intervention × South England = 7.01, 95% confidence interval 0.45 to 13.56; p = 0.04) and other neurodevelopmental/genetic conditions (intervention × neurodevelopmental/genetic condition = -9.53, 95% confidence interval -18.08 to -0.98; p = 0.030). Carer-rated goal performance and satisfaction increased across sessions (p < 0.001), with a mean change of 2.75 (95% confidence interval 2.14 to 3.37) for performance and a mean change of 3.34 (95% confidence interval 2.63 to 4.40) for satisfaction. Health economic evaluation suggests that sensory integration therapy is not cost-effective compared with usual care alone. Limitations included variability of the intervention setting (i.e. NHS vs. private), delay for some receiving therapy, an error in administration of Vineland Adaptive Behavior Scales and no measurement of comparator arm goal performance. The intervention did not demonstrate clinical benefit above standard care. Subgroup effects are hypothesis-generating only. The intervention is likely to be effective for individualised performance goals, although it is unclear whether effects were in addition to standard care or were maintained. Further investigation of subgroup effects is needed. This trial is registered as ISRCTN14716440. This project was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment programme and will be published in full in Health Technology Assessment; Vol. 26, No. 29. See the NIHR Journals Library website for further project information.

Application of the VR Sensor Image Combined with Sports Games in the Treatment of Autistic Children

In order to study the application of the VR sensor image combined with sports games in the treatment of autistic children, this study mainly takes qualitative research as the main research method and uses physical intervention based on sensory integration training to study autistic children aged 6-9. Three children, A, B, and C, are mainly selected in order to promote the improvement of children’s physical function and motor skills and further have a positive impact on behavior and psychology. By analyzing the effects measured before and after the experiment, this paper explores the impact of sports intervention based on sensory integration training on the motor ability of autistic children over the age of 6, as well as its impact on their sensory integration function, daily behavior, and psychological activities, so as to enrich the empirical research on the content, principles, implementation methods, and specific implementation process of sensory integration training, to provide reference and enlightenment for schools, institutions, and children’s parents engaged in educational intervention for autistic children.

Comparing the Effectiveness of Sensory Integration Therapy With and Without an Assistive Robot on Social Interaction of Children With Autism Spectrum Disorder

Background and Aims Autism spectrum disorder (ASD) is a developmental disorder. Weakness in social interactions and sensory disorders are the problems of children with ASD. These children are weak in social interactions with other children and their therapists. Robots may be used as a friend or assistive therapist to teach different social and cognitive skills to them. This study aims to compare the effectiveness of sensory integration therapy with and without an assistive robot on social interaction of children with ASD. Methods This is a quasi-experimental study with a pretest/posttest/follow-up design using a control group. The study population consists of all children with ASD aged 7-9 years in Tehran, Iran. Of these, 45 children with a moderate level of ASD were selected and randomly divided into two experimental groups and one control group. Data collection tool was the social interaction subscale of the second edition of the Gilliam Autism Rating Scale. Both experimental groups received sensory integration therapy at 15 sessions, while only one group received the therapy with an assistive robot at 15 sessions. The data were collected before, immediately after, and two months after the intervention. The collected data were analyzed using a mixed analysis of variance in SPSS v. 22 software. The significance level was set at 0.05. Results The results showed that the sensory integration therapy with and without the use of an assistive robot were significantly effective in improving the social interactions of children with ASD, where the sensory integration therapy with an assistive robot had a greater effect (P&lt;0.05). Conclusion The sensory integration therapy with an assistive robot is more effective in improving the social interactions of children with ASD compared to the sensory integration therapy without the use of an assistive robot.