Interventions that address sensory dysfunction for individuals with autism spectrum disorders: Preliminary evidence for the superiority of sensory integration compared to other sensory approaches

Abstract

It is estimated that 80-90% of individuals with autism spectrum disorders (ASD) demonstrate sensory-related problem behaviors such as self-stimulating behaviors (finger flicking or excessive rocking), avoiding behaviors (such as placing hands over ears in response to typical levels of auditory input), sensory seeking behaviors (twirling, chewing, etc.), tuning out behaviors such as not responding to their name or other environmental cues, and difficulty enacting purposeful plans of action (Baranek et al. 2006; Huebner 2001; Kientz and Dunn 1997; O'Neill and Jones 1997; Ornitz 1974, 1989; Rogers et al. 2003; Tomchek and Dunn 2007). These behaviors, which may have a sensory basis, are termed sensory dysfunction (SD) and findings show that they limit participation in play, social, self-care and learning activities (Adrien et al. 1987; Baranek 1999, 2002; Edelson et al. 1999; Grandin 1995; Leekam et al. 2007; McClure and Holtz-Yotz 1991; Leekam et al. 2007, 1997; O'Riordan and Passetti 2006; Ornitz 1974, 1989; Rapin and Katzman 1998; Rogers and Ozonoff 2005; Schaaf et al. 2010; Williams 1992, 1994). Although interventions for SD are among the most requested services for children with ASD (Mandell et al. 2005; Green et al. 2006), there is limited evidence about their efficacy (Baranek et al. 2006; Dawson and Watling 2000; Rogers and Ozonoff 2005). The National Research Council (2001, p. 131) reports that there is a pressing need for more basic and applied research to address the sensory aspects of behavior problems (in children with ASD). Baranek (2002) also stressed that best practice for children with ASD should include interventions to address SD, but that more research is needed to guide parents, teachers, and other professionals to make informed decisions about intervention. Most studies to date fail to link basic science findings to behavioral or functional changes, and thus, it is not possible to determine the specific processes underlying behavioral gains reported in intervention studies. The purpose of this chapter is to define and describe SD in ASD, evaluate the evidence for current interventions that address SD in ASD, and discuss practice recommendations in light of these data. © 2011 Springer Science+Business Media, LLC.