Impact of sensory integration dysfunctions on school participation of children with autism spectrum disorder: a scoping review
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...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação Especial (UFSM) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/85765 |
| Acceso en línea: | http://periodicos.ufsm.br/educacaoespecial/article/view/85765 |
| Access Level: | acceso abierto |
| Palabra clave: | Autism Spectrum Disorder Sensory integration Education Desorden del espectro autista Procesamiento sensorial Escuela Disturbo dello spettro autistico integrazione sensoriale Formazione scolastica Transtorno do espectro autista Processamento sensorial Escola |
| Sumario: | 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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