DET (2011). Best Practice Guidelines for Department of Education and Training Occupational Therapists: Supporting Students with Sensory Processing Challenges. Queensland: Department of Education and Training.

has been cited by the following article:

• TITLE: Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

  AUTHORS: Caroline Mills, Christine Chapparo

  KEYWORDS: Autism, Intellectual Disability, Sensory Activities, Special Education, Challenging Behaviour

  JOURNAL NAME: Creative Education, Vol.7 No.7, May 24, 2016

  ABSTRACT: Many students with autism and intellectual disability demonstrate atypical sensory behaviours which impact on their schooling. Few studies provide empirical support for teachers using planned sensory activities in special education classrooms. Aim: To determine whether a classroom based Sensory Activity Schedule (SAS) improves behavioural outcomes for one student with ASD who demonstrated atypical sensory processing and associated challenging behaviour. Methods: Critical case study methods were used to describe changes in the frequency of challenging behaviour “incidents” recorded for one eight year old student with autism over one school term during implementation of a Sensory Activity Schedule. Results: There was a reduction in the reported frequency of challenging behaviour incidents which were associated with sensory triggers over one school term. Conclusion: When applied with caution, in context, and with appropriate training, a Sensory Activity Schedule was associated with a reduction in challenging behaviour incidents for one student with autism during classroom activities.