The Effects of Sensory Integration Techniques on the Behaviors of Students With Emotional and Behavioral Disorders in an Educational Setting
Date of Award
Open Access Thesis
Master of Arts in Education (MAE)
Carol M. Knicker
OBJECTIVE,: The purpose of this study was to examine the effects of the use of sensory integration techniques on the behaviors of students with emotional and behavioral disorders (EBD) in an educational setting. Specifically, this study looked at the behavioral effects of the use of sensory intervention techniques, as well as, student opinions and views of using the sensory interventions.
METHOD: Data was collected from five students, between the ages of eight and 12, whom have emotional and behavioral disorders and attend a separate day school educational setting. Students were observed and their behaviors documented proceeding, during, and concluding each sensory break. The effectiveness of the sensory break was rated on a scale as to determine its successfulness. Students were also interviewed to determine student attitudes about sensory inteniention techniques.
RESULTS: The findings indicate student's sensory breaks proved to be effective or partially effective the majority of the time. The findings show that the sensory breaks were ineffective less than one-fifth of the time- Some techniques were highly successful for students. For other students, it seemed that sensory intervention techniques had less of an influence. However, despite the variation, students expressed support for the use of sensory intervention techniques. Students describe ways in which they believe intervention techniques benefit them. Although a beneficial relationship was identified between the use of sensory intervention techniques and the behaviors of students with EBD, further research needs to be conducted to examine this issue more in depth.
Gutterman, Christine, "The Effects of Sensory Integration Techniques on the Behaviors of Students With Emotional and Behavioral Disorders in an Educational Setting" (2008). Theses and Graduate Projects. 1447.