Project Description
Sensory processing challenges in children and youth impact their daily lives and participation in meaningful occupations (Watling & Hauer, 2015). Literature suggests that certain sensory-based interventions (SBIs) positively impact the child’s life and improve self-regulation and behavior (Watling & Hauer, 2015). These specific SBIs include sensory garments, such as weighted vests, tight short-sleeve shirts, seamless clothing and sensitivity socks (Mische Lawson et al., 2022; Watling & Hauer, 2015; Christopher, 2019). Furthermore, there are sensory rich techniques like swinging, sensory balls, chewing items and brushing that help with a child’s behavior and self-regulation (Case-Smith et al., 2015). The research proposes that providing parent and teacher training and education helps reduce specific behaviors in children (Bradshaw et al., 2018; Miller-Kuhaneck & Watling, 2018). There is also an expressed need for increased resources and support for parents and community members (Reddy et al., 2019). Therefore, in addition to continuing education courses on this topic area, my doctoral capstone project focused on creating evidence-based sensory-based resources on various clothing options and sensory-rich techniques for community members to utilize for their children and improve their daily lives.
Area of Focus
Education | Advocacy | Clinical Practice
Target Population
Children & Youth with Sensory Processing Challenges | Parents, Teachers, & Community Members
Primary Site
Defiance County Board of Developmental Disabilities (DD) | Good Samaritan School
The Defiance County Board of DD and Good Samaritan School provided immersive clinical experience to school-based occupational therapy and the target population. This agency serves individuals with disabilities from birth to death and provide a variety of services to promote quality of life.
Project Mission
To create and disseminate evidence-based sensory-based resources for community members assisting children who struggle with sensory processing disorders.
Project Vision
A sensory-friendly world with community members that are confident in their abilities to apply sensory-based strategies to enhance the lives of children with sensory processing challenges.
Needs Assessment
- Every one out of six children experience sensory processing complications (Kong & Moreno, 2018).
- Sensory processing difficulties in children and youth impact their daily life and participation in meaningful occupations (Watling & Hauer, 2015).
- Sensory processing challenges occur when a child's sensory system fails to regulate. When these challenges happen, a child has a behavioral response. These responses include aggression, overreaction, anxiety, and depression, ultimately impacting a child's involvement in their occupations (Dean et al., 2018).
- Research suggests that sensory processing challenges in children can follow them into their lives as adults, finding that 50% of participants still had anxiety and depression responses (May-Benson et al., 2021).
- Occupational therapy has a prominent role in approaching sensory processing challenges, as evidenced by sensory-related interventions and parental education or training to aid in self-regulation for children (Pfieffer et al., 2018; Case-Smith & Arbesman, 2008).
- Research indicates that providing parent or teacher training or education helps reduce specific behaviors in children (Bradshaw et al., 2018; Miller-Kuhaneck & Watling, 2018).
Strengths
- This project provided education to parents on different sensory-related items to help with children’s sensory/behavior.
- There are a variety of sensory-related supports that range in price.
- This project involved the creation of a resource that allowed individuals to have direct access to specific items that can help their child.
- Additional resources in general are needed for parents!
Opportunities
- There are project marketing opportunities through local community events, school-related events, and social media platforms.
- There is ongoing research on sensory processing and its supports.
- This project is sustainable through future educational community events and social media.
- There are opportunities to obtain additional continuing education units in sensory-related topics.
Literature Review
- Sensory processing occurs between the surrounding environment and an individual's neurological system (Dean et al., 2018).
- A child's sensory system begins to regulate, and behavior occurs following environmental stimuli. These behaviors are referred to as a response, and depending on their thresholds, children react differently to various stimuli (Dean et al., 2018).
- Children have either a high or low threshold, and these thresholds lead to a child having sensory seeking, avoiding, sensitive, or registration patterns depending on their ability to regulate various sensory stimuli (proprioceptive, vestibular, auditory, visual, or vestibular stimuli) (Dean et al., 2018; Fabbri-Destro et al., 2022).
- Sensory processing challenges transpire in children diagnosed with sensory processing disorder (SPD), Autism, and the general population (Crasta et al., 2020; Dean et al., 2018).
- Sensory-based interventions (SBIs) are a group of various occupational therapy interventions that target children's sensory challenges and aim to affect behavior (Padmanabha et al., 2018; Watling & Hauer, 2015).
- Examples of specific SBIs include sensory garments, such as weighted vests, tight short-sleeve shirts, seamless clothing, and sensitivity socks (Christopher, 2019; Mische Lawson et al., 2022; Watling & Hauer, 2015).
- SBIs are a coping strategy for children and aid in self-regulation (Pfeiffer et al., 2018).
- Occupational therapy has a prominent role in providing children and educating parents on using these interventions to aid in self-regulation and improve their daily lives (Pfieffer et al., 2018).
- Additional sensory-rich modalities include swinging, sensory balls, chewing items, weighted blankets, and brushing, which help with a child's behavior and self-regulation (Case-Smith et al., 2015; Eron et al., 2020).
- These interventions are recommended to be used at home to allow for therapeutic activity throughout the house, as research shows these are effective in reducing behavior and improving self-regulation (Padmanabha et al., 2018).
- Literature refers to parents or teachers as "adult learners," and their learning needs should also be considered when working with children with sensory processing difficulties (Porter et al., 2023).
- Occupational therapists play a large part in providing parent training; therefore, it is essential to know their learning preferences and ways to educate them (Porter et al., 2023).
- Educational training also reduces parental stress and improves mental health (Bradshaw et al., 2018; Miller-Kuhaneck & Watling, 2018).
- There is an expressed need for resources for parents and other community members (Reddy et al., 2019).
Project Leader
Maci Baker, OTDS
Maci holds a Bachelor of Art in Biology with a minor in Pharmaceutical Sciences from The Ohio State University. Maci has interests in pediatric and school-based occupational therapy.
The project leader was responsible for successful completion of doctoral capstone project. The student created evidence-based sensory-based resources and provided community members with direct access to evidence-based sensory tools through QR codes and online resources.
Expert Mentor
Holly Sell Wendling, MAOTR/L, C/NDT
Holly holds a Bachelor of Science from Eastern Michigan University and a Master's of Education in Occupational Therapy. Holly is trained in sensory processing dysfunction, Autism, feeding issues, and other specialities that support her role as an expert for this project.
Holly's guidance and mentorship helped to ensure successful completion of this project. She provided insight on resources, access to learning opportunities, and contributed to the project leader's clinical experiences in a school-based setting.
Faculty Mentor
Dr. Jill Linder, DHSc, OTR, CBIS, CSRS
Dr. Linder holds a Bachelor of Science in Occupational Therapy from Eastern Michigan University and a Master and Doctor of Health Science from University of Indianapolis. Dr. Linder is certified in stroke rehabilitation and brain injury. Her diverse experience with additional populations aided her role for this project.
Dr. Linder provided support throughout the capstone experience to promote its success. She aided in direction and assistance to ensure the project leader had access to materials to complete learning objectives and outcome measures.
Project Outcomes
This project had seven deliverables in total that are described in more detail below.
Deliverable #1: Educational Sensory Booth with Associated Resources
The project leader hosted an educational sensory booth at two community events. The booth was visited by several community members and the project leader educated on sensory processing and available resources. Additionally, sensory bags and fidget giveaways were handed out to advocate for their use and promote curiosity about their benefits.
Deliverable #2: Evidence-Based Sensory-Based Resource
The project leader created an educational brochure on sensory processing and sensory tools. The brochure provided a visual example of seven out of eight sensory systems to promote an understanding of their functions to a population with varying health literacy levels. This educational resource contains QR codes linking to a variety of sensory supports available for purchase or viewing. Parents, teachers, and other community members were supplied with this resource at school, camps, and community events.
Deliverable #5: Online Resource encompassed with a variety of evidence-based tools
The project leader created several evidence-based online tools for parents, teachers, and others to conveniently view. The purpose of this online resource was to provide insight on sensory processing and propose suggestions for sensory-rich opportunities.
Deliverable #6: Presentation Materials for Lunch & Learn
The project leader presented to occupational therapy doctoral students and faculty on sensory processing and its treatment implications. The presentation educated professionals on sensory processing and its types, common sensory interventions, and provided case-scenarios.
Deliverable #7: Case-Scenario Design on Sensory Processing with Teaching Tool
The project leader created a total of nine case-scenarios based on clinical experience during the capstone timeframe. The purpose of these scenarios was to provide occupational therapy doctoral students a variety of case studies on different clients to promote their problem-solving skills with sensory processing.
Please contact the project leader to receive access to case-scenarios to promote learning opportunities!
Topics Areas
Education
- Presented to a group of occupational therapy doctoral students and faculty on sensory processing and its treatment implications.
- Provided a teaching tool to support occupational therapy doctoral students and new graduates on how to approach clients with sensory processing difficulties.
- Educated the community on sensory processing and provided resources for direct access to sensory tools.
- Completed over 40 hours of continuing education courses on sensory-related topics.
- Completed continuing education course on health literacy and how to work with autistic children and their families.
- Read Interoception: The Eighth Sensory System by Kelly Mahler, MS, OTR/L, Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (SPD) by Lucy Jane Miller, PhD, OTR, and The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Differences by Carol Stock Kranowitz, MA.
Advocacy
- Advocated for the use of sensory tools to community members.
- Provided sensory-rich giveaways to individuals to increase interest for their use.
- Created resources on common social media platform to provide suggestions for sensory-rich activities at home, in the classroom, and in the community.
Clinical Practice
- Observed and participated in school-based occupational therapy sessions with children who experience sensory processing difficulties.
- Learned hands on techniques to promote regulation of the sensory system.
- Gained an increased understanding on different presentations of under-responsive and over-responsive children.
- Participated in sensory camp with children with developmental disabilities and sensory processing challenges.
- Suggested sensory strategies throughout camp based on evidence and experience in the school-setting.
Poster Presentation
Christ | Scholarship | Service
"Therefore, as God's chosen people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness, and patience" Colossians 3:12.
This project demonstrated scholarship by the project leader increasing competence in sensory processing and health literacy. Additionally, evidence-based resources were created throughout the capstone experience.
This project aligned with service curriculum by giving back to close-knit communities through resources and sensory giveaways. Project leader also had the opportunity to volunteer with an organization who helps children with developmental disabilities.
Implications for Occupational Therapy
- This doctoral capstone project established a firm foundation for using sensory-related tools at home, in school, and in the community.
- This project not only advocated for a sensory friendly world, but also educated on its importance.
- Occupational therapy's role in sensory processing was highlighted throughout this project.
- This project also focused on using evidence-based treatment implications, while emphasizing the efficacy of these interventions.
How This Project Paved My Future
- My doctoral capstone experience improved my knowledge of sensory processing and ways to provide treatment strategies to children who experience the sensory world differently.
- I feel confident in my skills following my clinical experience at Defiance County Board of DD/Good Samaritan School, and am eager to develop further as an entry-level practitioner in the school system.
- My doctoral capstone project aided me in the development of professional relationships with my site's agency and provided me the opportunity to demonstrate my educational and clinical skills. This collaboration ultimately led to a school-based occupational therapy position for me. I am excited to further my partnership with this team this fall.
Contact Information
Email: maciibakerr@gmail.com | Phone: (419) 771-7058
Acknowledgements
Thank you to Holly Wendling and Dr. Jill Linder for their unlimited support provided throughout this project.
References
Bradshaw, J., Bearss, K., McCracken, C., Smith, T., Johnson, C., Lecavalier, L., Swiezy, N., & Scahill, L. (2018). Parent education for young children with Autism and disruptive behavior: Response to active control treatment. Journal of Clinical Child and Adolescent Psychology, 47(Suppl. 1), S445-S455. https://doi.org/10.1080/15374416.2017.1381913
Case-Smith, J., & Arbesman, M. (2008). Evidence-based review of interventions for Autism used in or of relevance to occupational therapy. American Journal of Occupational Therapy, 62(4), 416429. https://doi.org/10.5014/ajot.62.4.416
Christopher, S. (2019). Touch hypersensitivity in children with Autism- An analysis. International Journal of Research and Analytical Reviews, 6(2), 616-622.
Crasta, J. E., Salzinger, E., Lin, M. H., Gavin, W. J., & Davies P. L. (2020). Sensory processing and attention profiles among children with sensory processing disorders and autism spectrum disorders. Frontiers in Integrative Neuroscience, 14(22), 1-10. https://doi.org/10.3389/fnint.2020.00022
Dean, E., Little, L., Tomcheck, S., & Dunn, W. (2018). Sensory processing in the general population: Adaptability, resiliency, and challenging behavior. American Journal of Occupational Therapy, 72(1), 7201195060p1–7201195060p8. https://doi.org/10.5014/ajot.2018.019919
Eron, K., Kohnert, L., Watters, A., Logan, C., Weisner-Rose, M., & Mehler, P. S. (2020). Weighted blanket use: A systematic review. American Journal of Occupational Therapy, 74(2), 7402205010p1–7402205010p14. https://doi.org/10.5014/ajot.2020.037358
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May-Benson, T. A., Teasdale, A., & Easterbrooks-Dick, O. (2021). What's the Prognosis? Longitudinal Follow-Up of Children With Sensory Processing Challenges 8-32 Years Later. American Journal of Occupational Therapy, 75. https://doi.org/10.5014/ajot.2021.75S2-RP376
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Mische Lawson, L., Foster, L., Hamner, K., & Wright, L. (2022). Exploring effects of sensory garments on participation of children on the autism spectrum: A pretest-posttest repeated measure design. Occupational Therapy International, 2022, 1-8. https://doi.org/10.1155/2022/3540271
Mische Lawson, L., Foster, L., Hodges, M., Murphy, M., O'Neal, M., & Peters, L. (2022). Effects of sensory garments on sleep of children with autism spectrum disorder. Occupational Therapy International, 2022, 1-9. https://doi.org/10.1155/2022/2941655
Padmanabha, H., Singhi, P., Sahu, J. K., & Malhi, P. (2018). Home-based sensory interventions in children with autism spectrum disorder: A randomized controlled trial. The Indian Journal of Pediatrics, 86(1), 18-25. https://doi.org/10.1007/s12098-018-2747-4
Pfeiffer, B., Frolek Clark, G., & Arbesman, M. (2018). Effectiveness of cognitive and occupation-based interventions for children with challenges in sensory processing and integration: A systematic review. American Journal of Occupational Therapy, 72(1), 7201190020p1–7201190020p9. https://doi.org/10.5014/ajot.2018.028233
Porter, L. M., Lane, S. J., Demchick, B. B., Sweeney, J. K., Mullens, P. A., & Kearney, B. E. (2023). Parents as adult learners in occupational therapy for children with sensory challenges: A scoping review. American Journal of Occupational Therapy, 77(1), 7701205080p1-7701205080p7. https://doi.org/10.5014/ajot.2023.050078
Reddy, G., Fewster, D. L., & Gurayah, T. (2019). Parents' voices: experiences and coping as a parent of a child with autism spectrum disorder. South African Journal of Occupational Therapy, 49(1), 43-50. https://doi.org/10.17159/2310-3833/2019/vol49nla7
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