ABSTRACT
PURPOSE: School staff who work with autistic students are at a high risk of exhaustion. More training and guidance are needed to enable them to respond to these students' needs. The purpose of this study was to design and evaluate a professional development program offered by an occupational therapist to help a team of school staff facilitate the participation of autistic students and their peers. METHODS: A design-based research approach guided the development and evaluation of the modalities of the program. A case study was conducted in a school with nine school staff members using individual interviews, questionnaires, and a logbook. RESULTS: The program comprised five modalities: regular presence of the occupational therapist, a needs analysis, content focused on the features of an inclusive school, individual coaching, and team coaching. The following elements emerged as particularly helpful for the participants: frequent interactions with the occupational therapist, opportunities to collaborate, personalized support, experimentation of new practices with the occupational therapist, and concrete training content that can benefit all students. CONCLUSION: The modalities of the program appear promising to help a school team facilitate the participation of all students, including those who are autistic.Implications for rehabilitationOccupational therapists can help school teams to facilitate the participation of autistic students and their peers.A combination of individual and team coaching sessions appears promising in helping school staff adopt practice changes to make their school more inclusive.Using a multi-tiered approach can help therapists collaborate with school staff members to first find solutions that will be applicable with all of their students.
Subject(s)
Autistic Disorder , Humans , Autistic Disorder/therapy , Schools , Students , Allied Health Personnel , Surveys and QuestionnairesABSTRACT
OBJECTIVES: This pilot study aimed to compare sensory processing, motor skills and adaptive behaviors in children with a double diagnosis of Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) (ASD+ADHD) with children with ADHD alone and to examine the association of sensory processing and motor skills with adaptive behaviors (self-care). METHOD: Thirty children aged 5-14 years diagnosed with ASD+ADHD (n = 13) or ADHD (n = 17) were evaluated on their sensory processing and motor skills and adaptive behaviors. Analysis of covariance compared the groups on these dimensions. Correlation analyses examined the association between sensory processing and motor skills and adaptive behaviors. RESULTS: Compared to children with ADHD alone, children with ASD+ADHD had poorer skills in sensory processing (p < 0.001), motor (p = 0.001) and adaptive behaviors (p < 0.001). For all children, increased autonomy in self-care was correlated with better sensory processing (p < 0.001) and motor skills (p = 0.002). CONCLUSION: Children with ASD+ADHD have poorer sensory processing, motor and adaptive skills than those with ADHD alone. Sensory processing and motor deficits were negatively associated with autonomy in self-care. Interventions aiming to improve sensory processing and motor skills and autonomy in self-care should become important targets for these children.
OBJECTIFS: Cette étude pilote visait à comparer les habiletés de traitement de l'informaiton sensorielle, la motricité et les comportments adaptatifs d'enfants avec un double diagnostic de trouble du spectre autistique (TSA) et de trouble de l'attention avec hyperactivité (TSA + TDAH) à des enfants avec un diagnostic simple de TDAH et étudier l'association entre les habiletés de traitement de l'information sensorielle et de motricité avec les comportements adaptatifs (soins personnels). MÉTHODE: Trente enfants âgés de 5 à 14 ans avec un diagnostic de TSA + TDAH (n = 13) ou de TDAH (n = 17) ont été évalués sur le plan des habiletés sensorielles, de la motricité et de leurs comportements adaptatifs. Des analyses de covariance ont comparés les groupes sur ces 3 aspects. Des analyses de corrélations ont documenté l'association entre les habiletés de traitement de l'information sensorielle, la motricité et les complortements adaptatifs. RÉSULTATS: Comparé aux enfants avec un TDAH uniquement, les enfants avec un double diagnostic de TSA + TDAH avaient des habiletés de traitement de l'information sensorielle (p < 0.001), de motricitité (p = 0.001) et des comportements adaptatifs (p < 0.001) plus faibles. Pour tous les enfants, une augmentation de l'autonomie dans les soins personnels était corrélée à de meilleures habiletés de traitment de l'information sensorielle (p < 0.001) et de motricité (p = 0.002). CONCLUSION: Les enfants avec un TSA+TDAH combiné ont de plus faibles habiletés de traitement de l'information sensorielle, de motricité et de comportements adaptatifs que les enfants avec un TDAH uniquement. Les difficultés sensorielles et motrices étaient négativement associées à l'autonomie dans les soins personnels. Des interventions visant à améliorer les habiletés de traitement de l'information sensorielle, la motricité et l'autonomie dans les soins personnels devraient devenir des cibles importantes pour ces enfants.
