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Presentation

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Publication Date

12-14-2024

Keywords

occupational therapy, sensory integration, school-based

Comments

Presentation: 20:21

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

Abstract

Introduction

Ayres Sensory Integration® is a highly preferred evidence-based occupational therapy approach that is utilized worldwide (Benson et al., 2019; Cerase et al., 2023; van der Merwe et al., 2011). However, more data is needed on its application and utilization in school settings (Schaaf et al., 2018; van der Merwe et al., 2011), which is a major working environment for occupational therapists (American Occupational Therapy Association, 2023; Frolek Clark & Hollenbeck, 2019; Jackson, 2007; Sonday et al., 2012).

Objectives

This study assessed the use of OT-ASI intervention in South Africa and explored the perceived facilitators and barriers of South African occupational therapists working in schools. Secondly, the study aimed to explore which ASI principles and practices are used in South African school-based practice, as well as OTs’ interest and use of ASI and their perceptions of its feasibility in South African schools.

Methods

Using a descriptive cross-sectional survey design, this study surveyed a convenience sample of 149 registered pediatric occupational therapists providing services at South African primary schools. Data were analyzed using descriptive statistics.

Results

Most participants (94%) perceived Ayres Sensory Integration® as relevant for use in schools, with 80% using it to address sensorimotor factors affecting learning and educational participation, albeit alone or in combination with other approaches. Participants’ education and training in sensory integration (75%), access to equipment (66%), and training or mentoring in the setting (54%) were identified as major facilitators, while budget constraints (64%), teacher knowledge (46%) and limited time for Ayres Sensory Integration® evaluation (54%), education or team communication (40%), and intervention (38%) posed the biggest barriers to implementation. Despite implementation challenges, participants reported implementing this intervention in concert with its principles outlined in the Ayres Sensory Integration® Fidelity Measure (Parham et al., 2011, 2013).

Conclusion

This study identifies the facilitators and barriers to OT-ASI implementation in South African schools. While OT-ASI is recognized as a valuable therapeutic approach, the study highlights several barriers hindering its full implementation and adoption in South African schools. These findings were used to identify potential solutions to address perceived barriers and build on perceived facilitators of occupational therapy using Ayres Sensory Integration® in South African schools, which can empower South African occupational therapists in defining and advocating their roles in emerging inclusive education in South Africa. Furthermore, the findings underscore the need for further research to explore OT-ASI’s effectiveness in school-based practice, to support both advocacy and the continued development of this therapeutic approach.

References

  • American Occupational Therapy Association (AOTA). (2023). 2023 Compensation & Workforce Survey. AOTA Press
  • Benson, J. D., Breisinger, E., & Roach, M. (2019). Sensory-based intervention in the schools: a survey of occupational therapy practitioners. Journal of Occupational Therapy, Schools & Early Intervention, 12(1), 115–128. https://doi.org/10.1080/19411243.2018.1496872
  • Cerase, M. (2023). Exploration of Ayres Sensory Integration® in School-Based Practice: A Clinician’s Perspective. Post-Professional Occupational Therapy Doctorate Culminating Presentations. Paper 7. https://jdc.jefferson.edu/otppdcpresentations/7
  • Frolek Clark, G., & Hollenbeck, J. (2019). Evidence Connection-Best practices for occupational therapy interventions to support participation. In G. Frolek Clark, J. Rioux, & C. B. E., Best practices for occupational therapy in schools (2nd ed., pp. 341-348). AOTA Press.
  • Jackson, L. L. (Ed.). (2007). Occupational therapy services for children and youth under IDEA (3rd ed.). Bethesda, MD: American Occupational Therapy Association Press.
  • Schaaf, R. C., Dumont, R. L., Arbesman, M., & May-Benson, T. A. (2018). Efficacy of occupational therapy using Ayres Sensory Integration®: A systematic review. American Journal of Occupational Therapy, 72, 7201190010p1-7201190010p10. https://doi.org/10.5014/ajot.2018.028431
  • Sonday, A., Anderson, K., Flack, C., Fisher, C., Greenhough, J., Kendal, R., & Shadwell, C. (2012). School-based occupational therapists: An exploration into their role in a Cape Metropole Full Service School. South African Journal of Occupational Therapy, 42(1), 2–6.
  • van der Merwe, J., Smit, N., & Vlok, B. (2011). A survey to investigate how South African occupational therapists in private practice are assessing and treating poor handwriting in foundation phase learners: Part II Treatment and Evaluation Practices. South African Journal of Occupational Therapy, 41(3), 11–17.

Synopsis:

This study looked at what helps or challenges occupational therapists to use Ayres Sensory Integration (ASI) in South African schools. Occupational therapists’ knowledge, workplace mentorship, and equipment availability were identified as the main supports for ASI in schools. Its use is mainly limited by financial and time limitations and teachers’ lack of understanding of what ASI is and its benefits for students. The study offers ideas and examples of how occupational therapists can encourage the use of ASI in South African schools. More research is needed to support these efforts and the use of ASI in schools.

Acknowledgments:

Maclain Capron

The Occupational Therapy Association of South Africa (OTASA)

The South African Institute for Sensory Integration (SAISI)

Language

English

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