Integration of physical health and sensory processing assessment for children with autism spectrum disorder in schools |
| |
| Authors: | Sierra M Trudel Emily L Winter Brenna Fitzmaurice Gina Norman Clark R Bray |
| |
| Institution: | 1. Department of School Psychology, University of Connecticut, Storrs, Connecticut, USA;2. Department of Mechanical Engineering, University of Connecticut, Storrs, Connecticut, USA |
| |
| Abstract: | Individuals with autism spectrum disorder (ASD) often undergo various assessments and evaluations as part of the diagnostic process, identification and classification for special education eligibility, and continued progress monitoring for skill growth. Such evaluations may include cognitive, social and emotional, behavioral, and speech evaluations, among other skill and ability assessments. One other area for assessment that clinicians may consider examining when working on evaluations for individuals with ASD includes the integration of assessments capturing physical and sensory needs. Physical health identifiers that may be included in such evaluations cover physical exercise, sleep, diet and food sensitivities, and elimination. Additionally, sensory evaluations may consider auditory, olfactory, taste, tactile, vestibular, and proprioceptive sensory abilities and needs. This practitioner-focused chapter includes a brief review of each of the aforementioned physical and sensory abilities and their connection to ASD. Further, implications for practitioners in their assessment of ASD are explored with practical tips and recommendations for providers to use for their future assessments for ASD. |
| |
| Keywords: | assessment autism spectrum disorder physical health sensory processing |
|
|
