Sensory Processing Disorder and the Presentation of Challenging Behaviors in the Classroom: Teacher Strategies Derived from Established Sensory-Based Interventions (2015)

Undergraduate: Hillary Wall

Faculty Advisor: Sandra Evarrs
Department: Education

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The goal of this study is to connect sensory-based strategies, derived from sensory-based theory and occupational therapy practices, to the classroom. A child¿¿¿s inability to modulate, discriminate, coordinate or organize sensations negatively affects their ability to function and participate within the classroom. When children with Sensory Processing Disorder attempt to gain input from the environment that they require, their behavior is often negatively labeled by the teacher as challenging behavior. For this reason, it is important that teachers become more knowledgeable about SPD. As they become more familiar with the concept, they can impact the children they work with by providing them with intervention resources. Due to the fact that SPD is not a recognized condition within the DSM-5, this study plans to research sensory-based intervention strategies that have been established for the treatment of sensory processing abnormalities present in children within Autism Spectrum Disorder. Taking this knowledge, the study will demonstrate ways in which the strategies discussed within previously performed research can be translated and implemented within the general education classroom for any child regardless of a diagnosis. This study hopes to prepare teachers to provide sensory-based strategies for children in their classroom. Using this knowledge, teachers will be able to deliver important assistance within their classrooms to enhance student learning.