ABSTRACT

In this session, a special education teacher of a self-contained classroom will

present her research regarding sensory interventions in a self-contained classroom.
The discussion will also present informational research to support the interventions
and will discuss supportive literature on the topic of effective sensory interventions.










Conference Proposal, Teacher2Teacher Session
Council for Exceptional Children Convention
February 5-8th 2020
Portland, Oregon

Submitted by: Dylan Doggett, Special Education Teacher

























Sensory interventions in a self-contained classroom for educating autistic students

Sensory interventions and sensory rooms are an evolving new topic in the
world of special education. One in 68 children in the US are diagnosed with autism
(Brown & Dunn, 2010). Sensory processing is a major piece of being diagnosed with
autism. Students who are showing negative behavioral problems are doing so due
to: attention, escape, tangible, and sensory. Sensory is the topic I have researched.
Students in a self-contained classroom diagnosed with autism are typically showing
over or under-stimulated behaviors, which can be alleviated by sensory strategies.
The effects of a sensory intervention can keep the student at a peaceful state of mind
for up to 20 minutes after having received the intervention. Research also says that
some of the most common sensory tools used for sensory interventions are:
weighted vests, therapy balls, music, fidget tools (squish balls, stretch bands) special
lighting, therapeutic sand, and theraputty. Literature also says that students with
autism have unusual ways of learning, attending, and responding to sensory
experiences (Bagatell, Mirigliani, Patterson, Reyes & Test 2010).
The aim of this session is focused around the use of sensory interventions in
the educational setting to help students stay calm, or to calm them when having an
outburst. I will explain how I use sensory interventions in my classroom, and what
research has been done in the field. Specifics of one study will be shared which
focused on the effects of play therapy for elementary non-verbal autistic students.
The students played with therapy sand in a tray at a certain time daily, while a
therapist watched the children play for four different sessions. The results showed
that the children’s play turned from chaos to organized, and at the end of the fourth
session the child expressed much more happiness and joy (Parker & O'Brien 2011).
This study and many other studies mentioned will show the positive effects that
sensory and sensory interventions have on autistic students. If they are
implemented more often into the classroom, using the proper techniques, teachers
would see less negative and more positive behaviors.


 Reference Page

Bagatell, N., Mirigliani, G., Patterson, C., Reyes, Y., & Test, L. (2010). Effectiveness of
therapy ball chairs on classroom participation in children with autism
spectrum disorders. American Journal of Occupational Therapy,64, 895-903.
Retrieved March 25, 2018.

Brown, N. B., & Dunn, W. (2010). Relationship between context and sensory
processing in children with autism. American Journal of Occupational
Therapy, 64, 474-483. Retrieved on April 2, 2018.

Parker, N., & O'Brien, P. (2011). Play therapy-reaching the child with
autism. International Journal of Special Education ,26(1), 80-87. Retrieved
January 29, 2018.







Conference Proposal Guidelines: All proposals must include a proposal prepared for blind
review. It must included the following information:
* Title of Presentation (Limit to 12 words)
* Presentation Description of the presentation including a review of relevant literature
and aim of the session (300-500 words)
* Abstract (Limit to 50 words)
* Save as Word or PDF file using the presentation title as the filename.