A Model for Classroom-Based Intervention for Children with Sensory Processing Differences

Autor/inn/en	Wild, Gwen; Steeley, Sherry L.
Titel	A Model for Classroom-Based Intervention for Children with Sensory Processing Differences
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.745-765 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Sensory Training; Perceptual Impairments; Intervention; Sensory Experience; Faculty Development; Program Implementation; Teacher Competencies; Student Needs; Rural Schools; Elementary School Students; Middle School Students; Teaching Methods; Occupational Therapy; Program Effectiveness; Auditory Perception; Tactual Perception; Human Body; Motion; Planning; Visual Perception; Interpersonal Competence; Behavior Problems; Learning Problems + Suchen Sie Ihr Suchwort? Sensorische Erziehung; Perceptual handicaps; Wahrnehmungsstörung; Sinnerfahrung; Lehrkunst; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Beschäftigungstherapie; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Taktile Wahrnehmung; Menschlicher Körper; Bewegungsablauf; Ablaufplanung; Planungsprozess; Visuelle Wahrnehmung; Interpersonale Kompetenz; Lernproblem
Abstract	This study examines the impact of a general education classroom-based sensory program for students exhibiting sensory processing differences in the school environment. Students were divided by age and degree of sensory needs between control and experimental groups, with teachers of students in the experimental group implementing the recommended sensory program (BrainWorks) with all students in the classroom. In spite of the top-down nature of the training for teachers, which generated a skeptical and in some cases resistant teacher population in both groups, results demonstrated a positive impact, although the degree of magnitude differed across classrooms and age groups. Of equal significance is the difference in teacher implementation structures, which provides input for future training approaches. The degree of change in classroom performance of students in the experimental group suggests that training for teachers with students who have sensory differences is effective and that students can benefit from a classroom-based sensory program as an investment in classroom performance. The significance of this study is that it goes beyond the therapeutic environment, where sensory processing is more commonly measured, and evaluates actual classroom-level/educational setting impact, with concrete implications for effective classroom interventions. Future research in this area could expand to evaluate actual academic gains as measured by standardized academic scores, furthering the data in this study which evaluated performance on standardized sensory and behavioral measures. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01