A systematic review of sound-based intervention programs to improve participation in education for children with sensory processing and integration challenges

Romana F. Villasenor, Sarah L. Smith, Vanessa D. Jewell

Research output: Contribution to journalArticlepeer-review

Abstract

This systematic review evaluates current evidence for using sound-based interventions (SBIs) to improve educational participation for children with challenges in sensory processing and integration. Databases searched included CINAHL, MEDLINE Complete, PsychINFO, ERIC, Web of Science, and Cochrane. No studies explicitly measured participation-level outcomes in education. Ten studies provided limited evidence supporting the use of SBIs based on preliminary positive effects on occupations, client factors, and performance skills related to participation in education. Stronger experimental designs are needed measuring educational participation. Therapists should use caution using SBIs for this population and outcome until further research clearly substantiates or refutes this intervention.

Original languageEnglish (US)
Pages (from-to)172-191
Number of pages20
JournalJournal of Occupational Therapy, Schools, and Early Intervention
Volume11
Issue number2
DOIs
StatePublished - Apr 3 2018

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Occupational Therapy

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