The Effectiveness of Self Selected Sensory Breaks with Individuals who have Autism and Display Atypical Behaviors in a Classroom Setting. A Review of its Effectiveness

Abstract

The effects of self-selected sensory breaks with atypical behaviors observed in children with autism are investigated in this experimental study. Sensory processing abilities in individuals with autism are fluctuating in nature. Past research indicated a need for further investigations on the effectiveness of sensory related interventions in a classroom setting. The data revealed in this study resulted in a decrease in atypical behaviors displayed by individuals when break systems are put into place allowing individuals to manage their own sensory related behaviors. Self-selected sensory breaks allow for some kind of movement or tactile stimuli assisting in the everyday self regulation needed to alleviate frustrations that are misconstrued as atypical behaviors. This paper presents an intervention technique developed to assist in the self regulation of individuals with autism in a school setting.