Steps for Implementation
Note: This practice is one of five strategies newly identified as an evidence-based practice (EBP) in the most recent literature review and report on EBPs published in 2020 by the National Clearinghouse for Autism Evidence and Practice (NCAEP). As stated on the TARGET page on research, TSLAT aligns its intervention content with the AFIRM modules created and published by the National Professional Development Center on Autism Spectrum Disorders (NPDC) at the University of North Carolina’s Frank Porter Graham Child Development Institute (FPG). The FPG Autism Team is currently developing new AFIRM modules to reflect the recent research and address the five new EBPs which are: 1) Augmentative and Alternative Communication, 2) Behavioral Momentum Intervention, 3) Direct Instruction, 4) Music-Mediated Intervention, and 5) Sensory Integration®. Once the new AFIRM modules are published, TSLAT will update the TARGET intervention pages for these EBPs, including steps for implementation and a webinar on each new EBP.
Research and Outcomes
Research Summary
Age Range: 3-14
Skills: Communication, social, cognitive, academic/pre-academic, adaptive/self-help, challenging/interfering behavior, motor
Settings: Home, school
Evidence Rating: Evidence Based
The information found in the Research Summary table is updated following a literature review of new research and these ages, skills, and settings reflects information from this review.
Outcomes Matrix
| Age: | 0-5 | 6-14 | 15-22 |
|---|---|---|---|
| Academic/Pre-academic | Yes | Yes | |
| Challenging/Interfering Behavior | Yes | Yes | |
| Cognitive | Yes | Yes | |
| Communication | Yes | Yes | |
| Joint Attention | |||
| Mental Health | |||
| Motor | Yes | Yes | |
| Play | |||
| School Readiness | |||
| Self-determination | |||
| Social | Yes | Yes | |
| Vocational |
Sensory Integration (SI, Ayres Sensory Integration®, 1989) is a theory and practice that targets a person’s ability to process and internally integrate sensory information from their body and environment, including visual, auditory, tactile, proprioceptive, and vestibular input. SI uses individually tailored activities that challenge sensory processing and motor planning, encourage movement and organization of self in time and space, utilize “just right” challenges, and incorporate clinical equipment in purposeful and playful activities in order to improve adaptive behavior. SI is implemented by trained occupational therapists (OTs) and primarily takes place in clinical settings (Steinbrenner, et al., 2020).
*It is important to note that Sensory Integration® refers explicitly to the model developed by Jean Ayres (2005) and not to a variety of unsupported interventions that address sensory issues (Barton et al., 2015 Case-Smith et al., 2015; Watling & Hauer, 2015).