Impact of sensory integration dysfunctions on school participation of children with autism spectrum disorder: a scoping review

Authors

DOI:

https://doi.org/10.5902/1984686X85765

Keywords:

Autism Spectrum Disorder, Sensory integration, Education

Abstract

Many children with autism spectrum disorder have sensory integration dysfunctions that interfere with their daily activities and socialization. The objective of this study was to map the existing evidence in the literature on the impact of sensory integration disorders on the school participation of children with autism spectrum disorder. A scoping review was carried out based on the PRISMA protocol. The search and selection process for articles took place on the CAPES periodical portal. Data analysis was carried out by two researchers independently. After the search, selection and analysis process, 28 studies were included for the present review. All studies showed changes in the sensory processing of children with autism spectrum disorder. Sensory changes impacted different aspects of school participation, however, studies only used parental or educator questionnaires to assess sensory processing. There is a need for more studies that use standardized assessments directly with children to identify different patterns of sensory integration dysfunctions and their impact on school participation.

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Author Biographies

Karina Stella Aoki Ferreira, Federal University of Paraná

Graduada em Terapia Ocupacional pela Universidade Federal do Paraná (2009). Doutoranda em Educação: Cognição, Aprendizagem e Desenvolvimento Humano (UFPR). Mestre em Educação Física - Atividade Física e Saúde (UFPR). Pós graduação Lato Sensu em Psicomotricidade. Formação no Conceito Neuroevolutivo Bobath. Formação em Transtorno do Espectro Autista. Pós graduação Lato Sensu em Análise do Comportamento Aplicada (Instituto de Educação e Análise do Comportamento). Formação em ABA e estratégias naturalistas de intervenção. Certificação Internacional em Integração Sensorial de Ayres. Certificada para a aplicação do Teste de Screening de Desenvolvimento Denver II. Atua como terapeuta ocupacional na Clínica-Escola de Terapia Ocupacional da Universidade Federal do Paraná na supervisão de estágios na área de Desenvolvimento Infantil e atendimentos a crianças com Transtorno do Espectro Autista.

Milton Carlos Mariotti, Federal University of Paraná

Atualmente é docente e pesquisador do Programa de Pós-Graduação em Educação PPGE da UFPR na linha de pesquisa Cognição, aprendizagem e desenvolvimento humano. Doutor em Ciências da Saúde pela UFPR (2009). Mestre em Educação pela UFPR (1999). Graduado em Terapia Ocupacional pela PUCCampinas (1981). Professor do Departamento de Terapia Ocupacional do Setor de Ciências da Saúde da Universidade Federal do Paraná (UFPR) desde 2000. Desempenhou as funções de Coordenador do Curso de Especialização em Terapia Ocupacional em Saúde Mental da Universidade Tuiuti do PR de 2001 a 2003, de Coordenador do Curso de Graduação em Terapia Ocupacional da UFPR de 2004 a 2008. Foi Chefe fundador do Departamento de Terapia Ocupacional da UFPR de 2009 a 2011. Possui experiência clínica, docente e como pesquisador nas áreas de Terapia Ocupacional em Saúde Mental, Insuficiência Renal Crônica, Educação Superior, Gestão de Serviços de Terapia Ocupacional e de Cursos de Graduação e Pós-Graduação para Terapeutas Ocupacionais.

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2024-07-09

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Ferreira, K. S. A., & Mariotti, M. C. (2024). Impact of sensory integration dysfunctions on school participation of children with autism spectrum disorder: a scoping review. Special Education Magazine, 37(1), e24/1–34. https://doi.org/10.5902/1984686X85765

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v. 37 n. 1 (2024): Revista Educação Especial – Publicação Contínua

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