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Multi-Sensory Intervention Observational Research - Coggle Diagram
Multi-Sensory Intervention Observational Research
Article Assessment
Strengths
Authority of author is easily found
Passes the CRAAP test
Limitations
Observational study leaves room for bias
Results could vary from day to day
Support for problem of practice
Multi-sensory=beneficial for special needs
Addresses a decrease in negative beahaviors after multi-sensory intervention
Thompson, C. J. (2011). Multi-Sensory Intervention Observational ResearchCar. International Journal of Special Education, 26(1), 202–214.
https://doi.org/https://files.eric.ed.gov/fulltext/EJ921210.pdf
Reflection/Response
Multi-sensory intervention is good for behaviors
How does multi-sensory intervention impact students without disabilites?
Supports multi-sensory use with more profound disabilities
"Specific principles and characteristics for delivering interventions using a sensory integration approach designed to assist students with disabilities are provided in the literature as requirements for effective sensory integration intervention techniques: (a) qualified professionals; (b) intervention is family- centered with appropriate assessment procedures; (c) activities are rich in sensation including visual and auditory sensations; (d) the intervention environment is safe and includes equipment that is free from injury; (e) activities that promote appropriate challenges; (f) the intervention environment involves the whole body, moving and interacting with people and things in the three-dimensional space; (g) the sensory environment intervention promotes intrinsic motivation and drive to interact through play; and (h) the activities are their own reward with activities altered to meet the abilities of the student (Parham et al., 2007, p. 219)."
Research Study
2 Phases=development, pilot test, reliability analysis, and validation study and implementation of observed impact of multi-sensory center as intervention
4 trained observers
3 environments, 3 time periods (reg. class before intervention, within multi-sensory center, and after intervention in reg. class)
50 students, 4 disabilities (Trainable Mentally Handicapped, Profoundly Mentally Handicapped, Autistic, and multiple handicaps
5 months-60 minute observations
Behavioral observation form (facial expressions, body lang, vocal cues)
Results
Focus higher during multi-sensory intervention and after
Less self- injurious behaviors after multi-sensory intervention
Increase in relaxation level, happiness, and engagement after multi-sensory intervention