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Neurodivergent children often experience differences in sensory processing and self-regulation. Traditional sensory-based interventions are frequently used by occupational therapy practitioners (OTP) and caregivers to address dysregulation. Sensory-based interventions are strengths-based but not always neurodiversity-affirming. There are few educational resources available that promote neurodiversity-affirming sensory interventions.
The purpose of this project was to create self-paced educational modules to teach neurodiversity-affirming sensory interventions promoting children's self-regulation. The student investigator developed virtual educational modules and piloted them with OTP, occupational therapy students, and caregivers during the capstone experience. The participants engaged with the modules and also submitted responses to pre-and post-surveys. Based on analysis of the mixed-methods surveys, research participants increased confidence in their knowledge of neurodiversity principles, sensory processing, self-regulation, and neurodivergent experiences.
University of St. Augustine for Health Sciences
neurodiversity, self-regulation, autism, caregivers, education, occupational therapy
Medical Subject Headings
Occupational Therapy, Pediatrics, Sensory Processing, Self regulation, Neurodiversity, Caregivers, Education, Surveys and Questionnaires
Bourgeois, D., Smith, M., & Benavente, G. (2023, April 16). Educational Modules Promoting Neurodiversity-Affirming Sensory Interventions. Poster presented at the Virtual OTD Capstone Symposium, University of St Augustine for Health Sciences. Retrieved from https://soar.usa.edu/otdcapstonesspring2023/1
Poster presented at the Spring 2023 Virtual OTD Capstone Symposium held online at the University of St. Augustine for Health Sciences on April 4 and April 12, 2023.