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Assessment of Sensory Processing Issues
Children and youth with autism spectrum disorders may
experience complex behaviors across academic, behavioral, social/emotional,
leisure/recreational and vocational areas. Each of these areas may
be impacted by sensory processing issues. Sensory problems may be variable
and may occur inconsistently, interfering with behaviors at home or
school on one occasion and not on another. The range of abilities in
children with ASD is very broad, and it may be difficult to find the
appropriate way to evaluate these children.
Sensory difficulties may
be impacted by a variety of variables that may include: (a) amount
of structure within the environment, (b) task requirements, (c) adult
personality, (d) the childŐs current stress level, (e) changes in routine,
(f) method of instructional delivery, and (g) level of abstraction
of the concept/issue. Many additional variables may exist specific
to individuals or the situations in which they are involved. To determine
possible causes and solutions to these otherwise puzzling behaviors
and reactions, teachers and parents must become Ňsensory detectivesÓ.
Skilled observation is an important part of assessing sensory integration
in children with ASD, because so many children with this diagnosis
cannot tolerate standardized tests and it is not possible for testing
alone to determine all aspects of sensory integration. (Smith-Roley,
et al, 2001)
These variables make the assessment
of sensory issues challenging. There are a variety of ways to gather
information about
a childŐs capacity to process information. Simply using one checklist
for one observation in one environment may not yield accurate information.
The most effective methods are talking with parents and observing the
child within the natural context of relationships, play and daily activities.
(Cook, 1991; Dunn & Oetter, 1991; Greenspan & Meisels, 1996). The determination
of the existence of a sensory-based problem can be achieved through
ongoing observations of the child over time and discussion of the behaviors
with the parents, teachers and other caregivers. In order to program
effectively to meet an individualŐs sensory needs, the following considerations
should be adhered to.
Techniques and Suggestions for Evaluating
Individuals with Autism
Spectrum Disorders
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- Assess individuals across a variety of settings
(e.g., recess, music, social studies, lunchroom). A series
of brief
assessments
that represent studentsŐ environments is preferred to one
lengthy observation in one environment.
- Observe students in the presence
of different individuals (e.g., teachers, peers, parents).
- Examine student behavior under varied task demands (i.e., independent
activities,
written work, group work, unstructured activities).
- Observe
students at different times of the day (i.e., morning, afternoon,
before or after lunch).
- Seek information from multiple respondents
(i.e., teachers, parents, paraprofessional, ancillary staff,
peers).
- If possible, assess students in a variety of potentially
stress-invoking
scenarios (i.e., an unexpected change in routine, instruction
with a high level of verbal content, academic demands above
instructional level, presence of a substitute teacher).
- Consider the environment
or assessment setting as a critical component for understanding
the studentŐs behavior (i.e., proximity of student to teacher,
desk arrangement lighting, noise levels).
- Talk to the student.
Some insights may be gleaned by just asking the right questions.
- Consider the value of observation during other assessments.
Observing the student during intelligence or achievement
testing can provide valuable insights and assist in selecting
the appropriate
sensory assessment.
- Look for patterns as well as differences
of performance across multiple variables. These can
provide valuable insights for developing interventions.
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Adapted from Lowrence, L. (1994). Techniques and suggestions for evaluating
persons with autism. Paper presented at the meeting of the Autism Society
of America Convention, Kansas City, MO.
Assessment
of sensory integrative processes involves careful observation of how
these children respond to the naturally occurring activities of their
daily lives. We realize that time constraints and staff availability
may preclude you from addressing each of these considerations, therefore
collaboration among various adults in the child's many environments
is one way to address these issues in a more timely fashion.
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