The Effects of Sensory Integration Strategies on The Expressive Language Skills of Students with Autism

Abstract

Individuals with Autism are likely to experience Sensory Processing Disorder (SPD), which characterizes one's limitation in processing the sensory information the brain receives. Due to this phenomenon, many children with Autism react adversely to different sensory inputs. As a result, they engage in self-stimulating behaviour, have difficulty regulating their emotions, and lose the opportunity to interact with others socially and develop their language skills. Therefore, this research aimed to establish the practice of sensory integration, commonly seen in occupational therapy, in the classroom to support the sensory processing dysfunction of many students. A single-subject research method was conducted in an inclusive school in
Mauritius, following a multiple-treatment design. Two participants diagnosed with Autism were involved in activities inculcating specific expressive language skills. In addition, a fidget toy and a wobbly inflatable cushion were introduced at different stages, and their effects on expressive language skills were explored. Overall, the integrated sensory tools are practical and valuable as they increase students' attention to the task and their ability to express themselves by responding to verbal tasks.