Implications of Using Sensory Intervention For Children with - - PowerPoint PPT Presentation

Implications of Using Sensory Intervention For Children with Disabilities

Anna Ruel and Elizabeth Rossow under the direction of

• Dr. Aaron Deris, Dr. Dana Wagner,

and

• Dr. Elizabeth Sandell

Objectives/Outline

∙ Introduction

< Focus

∙ Method ∙ Results ∙ Implications ∙ Questions

Introduction

∙ Lifetime societal cost for a child with autism is between $1.4 - $2.4 million (Buescher, Cidav, Knapp, & Mandell, 2014) ∙ Determine evidence for sensory interventions ∙ The knowledge of these interventions impacts teachers

Method

∙ Review of Literature ∙ Articles from 2001 - 2016 ∙ Search terms- pressure or weighted vests and students with disabilities ∙ Data Bases Used < Google Scholar < Mav Scholar ∙ Ordered by age <

Wallen M. & Joosten A. (2012) 2 years

<

Brian Reichow, Erin E. Barton, Joanna Neely Sewell, Leslie Good, and Mark Wolery (2010) 2-6 years

<

Stephenson, Jennifer; Carter, Mark (2009) 2-11 years

<

Hodgetts, S., Magill-Evans, J., & Misiaszek (2011) J 3-10 years

<

Hodgetts, Sandra; Magill Evans, Joyce; Misiaszek, John E. (2011) 4-10 years

<

Watkins, N., & Sparling, E. (2014) 5-6

<

Cox, A. L., Gast, D. L., Luscre, D., & Ayres, K. M. (2009) 5-11

Table of Articles (1 of 4)

Ages 2-6

Citation Participants & Method Findings/Results

Wallen, M., & Joosten, A. (2012). Weighted vests did not improve competing behaviours (CB) or joint attention (JA) of 2 year olds with autism spectrum disorder (ASD). Australian Occupational Therapy Journal, 59(6), 468-470. doi:10.1111/1440-1630.1201 The participants were four 2 year old boys with autism. Vest worn during intervention phase contained weight equivalent to 5% of the child’s body weight and was worn during play or social time.. No treatment effect for CB or JA. Effects of Weighted Vests on the Engagement of Children With Developmental Delays and Autism Brian Reichow, Erin E. Barton, Joanna Neely Sewell, Leslie Good, and Mark Wolery (2010) Three participants, 2-6 years old with autism and other developmental delays. The children were observed with no changes to their normal, individual vest wearing routines. The major finding of this study can be interpreted to conclude that weighted vests were not an effective intervention for increasing engagement for these participants in the context of a table-time activity in inclusive classrooms.

Table of Articles (2 of 4)

Ages 2-11

Citation Participants & Method Findings/Results

The Use of Weighted Vests with Children with Autism Spectrum Disorders and other Disabilities Stephenson, Jennifer; Carter, Mark. Journal of Autism and Developmental Disorders (2009) Twenty students, ages 2-11 with autism and

• ther developmental disorders. Study was

researched based, taking information from previously tested studies and scholarly articles. While there is only a limited body of research and a number of methodological weaknesses, on balance, indications are that weighted vests are ineffective. There may be an arguable case for continued research

• n this intervention but weighted vests

cannot be recommended for clinical application at this point Hodgetts, S., Magill-Evans, J., & Misiaszek, J. (2011a). Effects of weighted vests on classroom behavior for children with autism and cognitive impairments. Participants were 8 boys and 2 girls between the ages of 3–10 years with autism and cognitive impairments in a classroom

• setting. Blinded observers rated targeted

behaviors through video taken during structured table-top activities typically part

• f the classroom routine. Blinded teachers

rated each child’s behavior with the Conners’ Global Index following each phase

• f the study.

When all sources of data are looked at together, no participant showed positive effects across all indicators, but six participants showed mixed results, with positive effects across multiple indicators.

Table of Articles (3 of 4)

Ages 4-6

Citation Participants & Method Findings/Results

Hodgetts, Magill, & Misiaszek (2011b). Weighted Vests, Stereotyped Behaviors and Arousal in Children with Autism Participants were 5 boys and 1 girl between the ages of 4–10 years with autism. The effects of the weighted vest were examined during a functional analysis utilizing an ABAB design with an embedded multielement design, in which the participant wore a five pound weighted vest or no vest. Weighted vests did not decrease motoric stereotyped behaviors in any participant. Verbal stereotyped behaviors decreased in one participant. Watkins, N., & Sparling, E. (2014). The effectiveness of the snug vest

• n stereotypic behaviors in children

diagnosed with an autism spectrum disorder Three children that were 5 and 6 years old with autism. All sessions were conducted in one of three treatment rooms measuring 4.7 m by 3.5 m, 4.9 m by 2.9 m, and 3.0 m by 3.4 m for Jason, Lloyd, and Carl

• respectively. Each room was devoid
• f leisure items.

Results of this study suggest that the Snug Vest failed to reduce any participant’s stereotype behaviors.

Table of Articles (4 of 4)

Ages 5-9

Citation Participants & Method Findings/Results

Cox, A. L., Gast, D. L., Luscre, D., & Ayres, K.

• M. (2009). The effects of weighted vests on

appropriate in-seat behaviors of elementary-age students with autism and severe to profound intellectual disabilities. 3 Participants between the ages of 5-9 years old with autism used vest during group activities. No differences were revealed in the efficacy

• f weighted vests versus weightless vests or

no vest on the social functions of the children..

Organization of article findings

Logic of choice Description of the choice

Global Results

The results from the studies were not in agreement. Some researchers found that the use of either a pressure or weighted vest had a positive impact on the variable(s) being measured, while others did not. Some studies had mixed results, where only some participants positive impact. Studies that found positive effects: 2 Studies that did not find positive effects: 4 Studies that found some effects: 2

Implications- Teachers

∙ Do not rely on mixed results

∙ Proceed with caution

< If used, collect data to measure effect < If not used, try an alternative for the behavior

Implications - Students

Student Wearing the Vest ∙ Knowledge of the purpose and procedure ∙ Positive reinforcement for wearing vest Students in the classroom ∙ Knowledge of the purpose and procedure ∙ Sensitivity training about differences

Implications- Parents

∙ Familiarize yourself on any risks

∙ Know the procedure to be followed ∙ Know where to get more information ∙ Ensure data collected and results shared

Implications- Other Professionals

∙ Knowledge of the purpose

∙ Knowledge of the procedures ∙ Knowledge of any risks

∙

Final Thought

∙ There are implications for those currently in the field of education and those seeking to be in the field. It is important to understand the effectiveness of an intervention prior to it being used with your

• students. It is also important to know of intervention options that are
• available. The use of an intervention can have an impact on student

academic, and social outcomes.

Questions or Comments

References

• Ariane V. S., Buescher, M. S., Cidav, Z., Knapp, M., & Mandell, D. S. (2014). Costs of Autism Spectrum Disorders in the

United Kingdom and the United States. Journal of American Medical Association, Pediatrics, 168(8), 721-728.

• Cox, A. L., Gast, D. L., Luscre, D., & Ayres, K. M. (2009). The effects of weighted vests on appropriate in-seat behaviors of

elementary-age students with autism and severe to profound intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 24(1), 17-26. doi:10.1177/1088357608330753

• Hodgetts, S., Magill-Evans, J., & Misiaszek, J. (2011a). Effects of weighted vests on classroom behavior for children with

autism and cognitive impairments. Research in Autism Spectrum Disorders, 5(1), 495-505. doi:10.1016/j.rasd.2010.06.015

• Hodgetts, S. Magil, E. J., & Misiaszek, J. E. (2011b). Weighted vests, stereotyped behaviors and arousal in children with
• Autism. Journal of Autism and Developmental Disorders, 41(6), 805-814.
• Reichow, B., Barton, E., Sewell, J. N., Good, L., & Wolery, M. (2010). Effects of weighted vests on the engagement of

children with developmental delays and autism. Focus on Autism and Other Developmental Disabilities, 25(1), 3-11. doi:10.1177/1088357609353751

• Stephenson, J., & Carter, M. (2009). The use of weighted vests with children with Autism Spectrum Disorders and other
• disabilities. Journal of Autism and Developmental Disorders, 39(1), 105-114.
• Wallen, M., & Joosten, A. (2012). Weighted vests did not improve competing behaviours or joint attention of 2 year olds with

autism spectrum disorder (ASD). Australian Occupational Therapy Journal, 59(6), 468-470. doi:10.1111/1440-1630.120

• Watkins, N., & Sparling, E. (2014). The effectiveness of the snug vest on stereotypic behaviors in children diagnosed with an

autism spectrum disorder. Behavior Modification,38(3), 412-427. doi:10.1177/0145445514532128