Background Information According to Ahn, Miller, Milberger, and McIntosh (2004), approximately 1 in 20 children experience the neurological condition of sensory processing disorder. This disorder occurs when the brain inaccurately recognizes sensation from the senses. Individuals may experience this in a number ways. In normal conditions, senses are integrated by the brain. According to Ayres (1979), sensory integration is “the neurological process that organizes sensations from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (p. 11). Individuals who have challenges in sensory areas may experience feelings of confusion, be upset, or a lack meaningfulness. Miller et al. (2007) classified sensory processing disorder into three categories and an overview is provided below. Sensory Modulation Disorder Sensory Over-Responsivity Sensory Under-Responsivity Sensory Seeking Typically considered the “fight, flight, or freeze” reaction. When a sensory defensive reaction occurs, the autonomic nervous system (ANS), which regulates heart rate, respiration, and digestion, releases adrenaline and cortisol. It is intended to assist us in preparing to protect our bodies from harm. Individuals with this disorder respond to typical daily events in this same manner. Sensory-Based Motor Disorder Dyspraxia or Developmental Coordination Disorder Postural Disorder Individuals experience difficulty in performing unfamiliar motor actions, which affects oral, fine-motor, and gross-motor coordination. They have a poor awareness of their body in space and can bump into people or things, demonstrate poor articulation and illegible handwriting, and possess awkward motor skills. Sensory Discrimination Disorder Tactile System Auditory System Visual System Gustatory System Olfactory System Vestibular System This system is made of cells in the skin (mechanoreceptors) that send information to the central nervous system (brain) for light touch, pain, vibration, and temperature. Individuals with challenges in this area may be under-responsive to tactile input and seek out touch sensation and display behaviors of fidgeting with items. Individuals with over-responsivity to touch sensation respond with “fight, flight, or freeze.” Instructions 1. Read the lecture above. 2. Complete the IRIS module Evidence-Based Practices (Part 2) – Implementing a Practice or Program with Fidelity(new tab) a. Note the importance of fidelity of implementation. Reflect on these concepts as you describe your Evidence-Based Practice (EBP) practice below and provide steps and resources. b. Explore the three key components of fidelity when implementing EBPs. 3. For your third section of the Instructional Guide, you will address sensory processing. 4. Research and read about one evidence-based sensory processing disorder intervention for students with ASD. For this assignment, you will need to locate and read your own scholarly resources related to the sensory processing information in the lecture above. Since research is often limited for these practices for individuals with ASD, you may not be able to find a true EBP. If not, be ready to identify what type of practice it is, based on the categories you read about in Workshops One and Two. 5. Add one evidence-based sensory processing strategy or intervention to the Instructional Guide discussion. Fill out the Instructional GuideÅ template(Word document), which highlights the following information, using citations, as needed, to support your work: a. The title of the evidence-based sensory processing strategy or intervention. b. Identify your practice as either evidence-based, promising, research-based, or emerging, using the criteria from the readings. Briefly identify why it belongs in the category you identify. c. The category of sensory system or sensory disorder targeted by your strategy or intervention (see lecture above for guidance). d. Advantages and limitations for your strategy or intervention. Include three to six bullet points for each. e. Provide one source of specialized material or resources related to this practice for individuals with ASD. Include a URL or full contact information. In addition to this source of additional information, consider linking a video clip demonstrating the practice. f. The numbered steps for effective implementation of this strategy or intervention. g. Provide multiple scholarly references to the evidence you identified that qualifies this practice as evidence based. Justify the application to students with ASD based on this evidence. (Refer back to Chapter 2 in your Methods textbook for assistance if needed.)(If not evidence-based, provide scholarly references that qualify the practice as promising, research-based, or emerging.)