“She’s bouncing off the walls, if we could just get that under control…” : teacher experiences of a classroom based sensory intervention for students with autism

![CDATA[Introduction: Occupational therapists work with teachers to support student participation of students with autism who experience sensory processing difficulties. This is often achieved by suggesting use of sensory based activities and modifications which can be done by the teacher and students in the classroom. Little is known about the perspectives of teachers in delivering occupational therapy interventions in the classroom. Objectives: This qualitative pilot study aimed to capture teachers’ perceptions of using a targeted classroom based sensory intervention known as a Sensory Activity Schedule. Method: Qualitative methodology was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Results: Three main themes and eight sub-themes were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to formally evaluate the intervention. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a decrease in undesired behaviours were positive aspects of the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Conclusion: Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a targeted classroom based sensory intervention may assist occupational therapists to better support students with autism in schools.]]