Ayres Sensory Integration® for Addressing Play in Autistic Children: A Multiple-Baseline Examination.

Importance: Play is an area of difficulty for autistic children, and occupational therapy practitioners need evidence to guide interventions to improve play for this population. Ayres Sensory Integration® (ASI) intervention has not yet been studied for its impact on play outcomes.

Objective: To examine the impact of ASI intervention on play types in autistic children.

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration.

Pediatric occupational therapy practitioners frequently provide interventions for children with differences in sensory processing and integration. Confusion exists regarding how best to intervene with these children and about how to describe and document methods. Some practitioners hold the misconception that Ayres Sensory Integration intervention is the only approach that can and should be used with this population.

Survey of College Personnel: Preparedness to Serve Students With Autism Spectrum Disorder.

Objective: This study explored the perceptions, preparedness, and practices of college personnel regarding support for students with autism spectrum disorder (ASD).

Method: Members of the Association on Higher Education and Disability were invited to complete an online survey in 2012. The survey gathered data on training level, understanding of student needs, and supports provided to students with ASD in the areas of academic transitional situations, social activities, sensory needs, attention and organization, self-advocacy and self-disclosure, and emotional regulation.

Development of the Sensory Processing Measure-School: initial studies of reliability and validity.

Objective: The history and development of the Sensory Processing Measure-School are detailed, and findings of initial pilot studies are reported.

Method: Multiple reviews, focus groups, case studies, and two pilot studies were used to develop the early versions of the tool. Internal consistency and discriminatory ability were examined.

The stress of the university experience for students with Asperger syndrome.

College students, with or without disabilities, are faced with numerous stressful situations within the university environment. For an individual diagnosed with Asperger syndrome, success at this level requires non-traditional supports. With limited knowledge of this disorder, the university staff are faced with a distinct disadvantage in their efforts to outline an appropriate plan.