"Facilitators and Barriers for Occupational Therapy using Ayres Sensory" by Brooke E. Loughery, MS, OTR/L
 

Document Type

Presentation

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Publication Date

12-14-2024

Keywords

Ayres Sensory Integration®, autism, occupational therapy, school-based practice, school teachers, administrators

Comments

Presentation: 20:27

Presentation completed in partial fulfillment of a Post Professional Occupational Therapy Doctorate degree at Thomas Jefferson University.

Abstract

Introduction: Occupational therapy using Ayres Sensory Integration® (OT-ASI) is an evidence-based approach that addresses sensory integration differences to support participation for autistic students in daily occupations, including education (Hume et al., 2021; Schaaf & Mailloux, 2015). However, its evidence for its use in school-based practice is still emerging (Whiting et. al., 2023; Whiting et al., 2025). A recent study showed that occupational therapists feel this approach is valuable and are interested in using it in schools (Cerase McKeon et al., 2024), but more information is needed to explore teacher and school administrators’ perception of its use.

Objectives: To explore the perspectives of teachers and administrators working with autistic students to identify perceived barriers, facilitators, and possible solutions to implementing OT-ASI in schools

Methods: An anonymous online survey was sent to a convenience sample of teachers and school administrators serving students with autism in kindergarten through twelfth grade in the United States. Survey data included demographics and Likert responses designed to determine participant perceptions and identify barriers and facilitators.

Results: A total of 63 survey responses were compiled and analyzed. Top perceived facilitators were the number of special education staff at a school, access to safe and appropriate workspace(s), occupational therapists’ knowledge and ability to integrate OTASI into the classroom, and opportunities for team collaboration and training. Perceived barriers included staff knowledge of sensory integration, the number of occupational therapists, access to equipment, time for implementation, and available funding needed for materials, training, equipment, and staffing. Possible solutions for increasing access and use emerged from the responses.

Conclusion: Teachers and administrators agree that OT-ASI in school settings supports the educational participation of students with autism but that barriers to implementation exist. Strengthening facilitators and addressing barriers may help improve implementation of OT-ASI in schools.

References

  • Cerase McKeon, M., Mailloux, Z., & Schaaf, R.C. (2024). Use of Ayres Sensory Integration® in school-based practice: A clinician’s perspective. [Manuscript in Preparation].
  • Hume, K., Steinbrenner, J.R., Odom, S.L. Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidencebased practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders 51, 4013-4032. https://doi.org/10.1007/s10803-020-04844-2
  • Schaaf, R. C. & Mailloux, Z. (2015). Clinician’s guide for implementing ayres sensory integration: Promoting participation for children with autism. American Occupational Therapy Association.
  • Whiting, C. C., Schoen, S. A., & Niemeyer, L. (2023). A sensory integration intervention in the school setting to support performance and participation: A multiple-baseline study. American Journal of Occupational Therapy, 77, 7702205060. https://doi.org/10.5014/ajot.2023.050135
  • Whiting, C. C., Schoen, S. A., Bundy, A., Lane, S. J., Mailloux, Z., Roley, S. S., . . . Schaaf, R. C. (2025). The Issue Is—Occupational therapy using Ayres Sensory Integration® in school-based practice: A call to action. American Journal of Occupational Therapy, 79, 7901347020. https://doi.org/ 10.5014/ajot.2025.050971

Synopsis: Teachers and administrators filled out online surveys to identify facilitators and barriers that impact the use of OT-ASI in schools for students with autism. Results showed that participants agree that use of OT-ASI is important and supports student participation, but barriers include staff knowledge, number of occupational therapists, time, money, and access to resources. Possible solutions to address these were also determined from data analysis.

Acknowledgments: Melissa Wildermuth; Joanna Adelman; Emily E. Smith, OTD, OTR/L; Namrata Grampurohit, PhD, OTR/L; Maclain Capron; All study participants

Language

English

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