Related Experiment Video
Updated: Jun 4, 2026
09:38
Quantitative Assessment of Cortical Auditory-tactile Processing in Children with Disabilities
Published on: January 29, 2014
Trauma-informed or sensory-based practices in preschool settings: A scoping review
Rebecca Hockey1, Kelsey Philpott-Robinson2, Kirsti Haracz1
1School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, New South Wales, Australia.
Australian Occupational Therapy Journal
|May 23, 2025
Summary
Trauma-informed and sensory-based practices in preschools are emerging supports for young children. More research is needed to understand their implementation and long-term effectiveness, with occupational therapists poised to play a key role.
Area of Science:
- Pediatric Occupational Therapy
- Early Childhood Education
- Developmental Psychology
Background:
- Trauma significantly impacts preschool children's development, mental health, and daily activities, often affecting sensory processing.
- Preschools offer opportunities to mitigate trauma's effects through social and developmental support.
- Occupational therapy can address trauma in preschools via organizational and individual interventions, yet evidence on sensory-based practices is limited.
Purpose of the Study:
- To systematically review trauma-informed and sensory-based practices implemented in preschool settings.
- To examine the implementation and evaluation methods of these practices.
- To identify gaps in the current research landscape.
Main Methods:
- A scoping review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review (PRISMA-ScR) framework.
- Searched six databases for primary studies involving preschool children and/or educators.
- Included studies focused on trauma-informed and/or sensory-based practices.
Main Results:
- Eighteen studies were included, primarily from the US, focusing on trauma-informed (11 studies) and sensory-based (6 studies) practices.
- Interventions were often multidisciplinary, embedded in daily routines or for defined durations, and implemented school-wide.
- Occupational therapy involvement was minimal, and follow-up evaluations were infrequent across studies.
Conclusions:
- Further research is essential to investigate implementation strategies and long-term outcomes of trauma-informed and sensory-based practices.
- There is a significant opportunity for occupational therapists to lead research and provide consultation and individual interventions.
- Understanding the effectiveness of these practices requires more robust evaluation designs with long-term follow-up.
Related Concept Videos
01:19Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
01:28Traumatic Brain Injury l: Introduction
DefinitionTraumatic brain injury, or TBI, is a disturbance of normal brain function induced by an external mechanical force, such as a direct blow to the head or a penetrating injury. It can affect both brain structure and function, producing a wide range of clinical outcomes. TBI is a heterogeneous condition, meaning its effects may differ based on the type, location, and severity of the injury.Basis of ClassificationTBI is classified based on severity, injury mechanism, or pathophysiology. In...