Abstract
Occupational therapy practitioners provide sensory-based interventions to support children as they learn academically, develop self-regulation skills, and participate in play and activities of daily living skills alongside their peers. These interventions are used both for children who have a specific sensory-related diagnosis as well as children who do not have a specific diagnosis. This study explored common occupational therapy sensory interventions utilized within the United States school settings along with implementation barriers for sensory intervention services for children ages 3–18 years old. Occupational therapy practitioners completed an electronic survey and a focus group. Results indicated that many occupational therapy practitioners frequently used sensory interventions through indirect services with children in preschool and elementary school. Occupational therapy practitioners must provide interprofessional training for education teams for effective sensory intervention implementation in school-based settings.