Describing Pre-Post Changes Observed During the Implementation of a Snoezelen Program in a Real-School Context

Area of Science:

• Neuroscience
• Developmental Psychology
• Special Education

Background:

• Sensory alterations are a core feature in 90% of individuals with autism spectrum disorder (ASD), impacting emotional regulation and daily functioning.
• These sensory challenges are recognized as a diagnostic criterion in the DSM-5, highlighting their clinical significance.

Purpose of the Study:

• To evaluate the effectiveness of a multisensory stimulation program on sensory processing, repetitive behaviors, and environmental adaptation in schoolchildren with ASD.
• To identify potential differences in program outcomes based on individual student profiles within the ASD spectrum.

Main Methods:

• A pretest-post-test design was employed with 27 schoolchildren diagnosed with ASD.
• Standardized assessments included the Sensory Profile-2, Bodfish Repetitive Behavior Scale, and Vineland Scale to measure changes.
• Participants were analyzed based on their ASD severity levels (1, 2, and 3).

Main Results:

• Significant improvements were observed in sensory processing and repetitive behaviors for students with ASD levels 1 and 3.
• Students with ASD level 2 did not show significant improvements in sensory profile or repetitive behaviors.
• All participants, including those with level 2, demonstrated gains in overall adaptation as measured by the Vineland Scale.

Conclusions:

• Multisensory stimulation programs can effectively improve sensory processing and reduce repetitive behaviors in specific subgroups of students with ASD.
• Individual student profiles significantly influence the response to interventions, suggesting a need for tailored approaches.
• While not all sensory and behavioral metrics improved across all levels, the program demonstrated a positive impact on overall environmental adaptation for all participants.