Intervention effects on communication skills and sensory regulation on children with ASD

This article evaluates the effects of an individualized intervention for children with Autism Spectrum Disorder (ASD) based on the principles of the DIR/FloortimeTM model, which encourages caregivers to follow their child’s emotions and interests and to interact with them in a natural social environ...

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Bibliographic Details
Published in:Journal of occupational therapy, schools & early intervention schools & early intervention, 2018-03, Vol.11 (3), p.346-359
Main Authors: Reis, Helena Isabel Silva, Pereira, Ana Paula da Silva, Almeida, Leandro S.
Format: Article
Language:English
Subjects:
Autism spectrum disorder
Ciências da Educação
Ciências Sociais
DIR/floortime principles
Intervention
Social Sciences
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Summary:This article evaluates the effects of an individualized intervention for children with Autism Spectrum Disorder (ASD) based on the principles of the DIR/FloortimeTM model, which encourages caregivers to follow their child’s emotions and interests and to interact with them in a natural social environment to help children develop social communication skills. Twenty-five preschool children with ASD, ranging from 3 to 6 years of age, received care from an interdisciplinary team specializing in ASD intervention, which included psychologists, speech and language pathologists, and occupational therapists. The children received supportive care from these professionals based on their individual and family needs and concerns. A pre-experimental research design, pre-tests (1)- post-test (2) was given. The effects of the intervention were evaluated using the “Assessment Scale of Children with Autism Spectrum Disorder,” which was completed by the parents before and after the intervention. Children made significant changes in mean scores within the areas of “Social Communication” and “Sensory Processing.” The results revealed that this intervention, focused on the development of relationships and interaction through play, had positive effects on the development of communication and sensory regulation with children with ASD at early ages. This work is funded by CIEd – Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/ MCTES-PT.
ISSN:1941-1251
DOI:10.1080/19411243.2018.1455552