Abstract
BACKGROUND: Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Cerebral Palsy (CP), hearing loss, intellectual disability, learning disability, vision impairment are all disabilities than can impact child development (Centers for Disease Control and Prevention, 2021). These disabilities can cause delays related to cognitive, motor, social, and play skills for example, all of which involve sensory components. Therefore, the idea is that modifications to sensory components of childhood occupations can impact performance of skills related to development. These sensory modifications involve trying to adapt an individual’s sensory environment in order to adequately stimulate their nervous system. By externally manipulating visual, auditory, gustatory, olfactory, tactile, proprioception, vestibular and/or interoception systems, the goal is to create input that will either challenge or calm the nervous system to enable the individual to effectively participate in everyday tasks (Case-Smith et al., 2014). With 5-16% of children in the U.S. general population presenting with sensory processing issues and 17% of children 3-17 years old presenting with developmental delays, it is important that occupational therapist practitioners have knowledge regarding how to work with these diagnoses (Crasta et al., 2020; Centers for Disease Control and Prevention, 2021). METHODS: Students conducted a literature search for peer-reviewed scholarly articles using key terms to identify studies that address the focus question. Articles selected looked at children younger than 21 diagnosed with a disability including: intellectual disabilities, developmental delays, ASD, ADHD, Down’s Syndrome, attention deficit hyperactivity disorder (ADHD), and children born premature. The chosen article also had to use sensory modifications, sensory integration, and/or environmental modifications as a means of intervention to improve child engagement/participation in occupations (sleep, play, eating, toileting, school, dressing, etc.). RESULTS: Occupational therapists can use sensory-based interventions in practice to address the limitations in occupational performance that occur from the interaction of an individual’s developmental disabilities with their sensory preferences and abilities. For example, if a child has a sensory processing disorder that is limiting their ability to focus on an activity, the therapist can incorporate sensory integration training in therapy sessions while working on activities to improve focused attention. There are specific combinations of intervention and diagnosis that result in the most effective outcomes for the patient to achieve their goals. However, this understanding of applying sensory based interventions for the general population of children with developmental disorders can help practitioners to plan intervention sessions and goal setting for their patients.