Introduction
Reading is a critical skill because it not only develops the mind, but helps with language development as well. Ok & Bryant (2016) argue that children with reading disabilities are likely to struggle in nearly every aspect of learning both in childhood and later stages of life. The ability to read determines a learner’s success in school. A child with Sensory Modulation Problems (SMP) have difficulties with touch, movement, and body positions which can affect their ability to learn to read. Discussions regarding the most effective methods for teaching reading skills vary; however, traditional reading strategies may not be the most effective for children with SMP.
The spectrum of learning for children with reading disabilities is quite different from that of students who learn how to read at normal or traditional rate. There exists a significant population of elementary school children, 10% to 55% (Critz, Blake, & Nogueira, 2015), who suffer from sensory processing challenges such as SMP. According to Ciullo, Wanzek & Reed (2016), interventions focusing on students with SMP can help identify reading and learning disabilities during the formative years.
Research shows, multisensory centers can lead to increased focus, decreased self-stimulating tendencies, and increased relaxation, happiness, and engagement in the classroom (Thompson, 2011). Incorporating multisensory centers in the classroom will eliminate the need for students to leave during instruction and facilitate the positive results achieved in a seperate center. The students is not disrupting other students by leaving and coming back during class time, the student’s current schedule is not affected, and keeping the sensory center in the classroom reduces the amount of stress for the student. Many students with sensory challenges that affects reading and learning, can attain the same level of expertise or competence as ordinary students with sensory interventions and modifications. Alfonso & Flanagan (2018) notes that for a long time, the major challenge has been delayed diagnosis which made it harder for struggling students to get proper assistance. Response-to-intervention (RTI) research efforts involving multi-sensory interventions will not only improve classroom focus and experience, but the student’s quality of life as well (Thompson, 2011). Students with SMP will receive academic and behavioral assistance with the implementation of classroom multi-sensory corners.
Purpose and Significance of the Study
The purpose of this study is to examine the outcomes of the inclusion of a multi-sensory corner in classrooms. This would eliminate the need to remove students with SMP from the classroom. Research shows the benefit of removing students with disabilities to sensory-friendly environments to reset or decompress before returning to the classroom. The disadvantages of removing students from the classroom include disruption for the student as well as the class, exacerbates differences between the student and classmates, and interferes the learning environment. By eliminating the the negatives of the remote multi-sensory center, yet incorporating the interventions in the classroom, students with sensory disorders get the benefit of the multi-sensory center, as well as the uninterrupted learning environment.
Summary of the Research Method and Design
Because the study wants to identify the success of multi-sensory corners in classrooms, the research design will be based off Thompson’s (2011) research which uses an off-site multi-sensory center. 20 students will be observed individually utilizing the classroom multi-sensory corner. Students needing the assistance of the multi-sensory corner will have the assistance of a paraprofessional or teacher with them. A trained observer will be conducting the observation of the student. During the observation, the students will not be required to fill in questionnaires, instead, the trained observer will observe the participants in their learning environment without any form of manipulation other than being in the multi-sensory corner. The participants will be engaged in the study without their knowledge.
Research methods will include observational studies in the form of a Likert scale to identify facial expressions, body language, and vocal cues during behaviors such as anger, aggression, relaxation, and happiness, as well as the student’s ability to focus, before, during, and after the student visits the multi-sensory corner and after. Observation forms will be completed by trained observers for each student for 20 minute time periods at each of the before, during, and after settings. A 1 on the Likert scale represents low indication of facial expression, body language, or vocal cue for any given behavior listed. A 5 on the scale would indicate the student was experiencing high levels of that behavior demonstrated through facial expressions, body language, or vocal cues. An NA on the Likert scale would indicate the student had not expressed that behavior. Results will be compiled to analyze the differences in student behavior. Like Thompson’s study, this study aligns with current RTI research and the application of consecutive time periods for data collection and analysis, for the purpose of determining duration of impact or effects of the intervention (2011). Results from the Likert scale will determine the effectiveness of the multi-sensory corner for each student. An additional measure of success will be students meeting the daily learning objective. Changes in the multi-sensory center are likely to have significant implications on the learning ability of children with SMP.
Research Questions
- How successful are classroom sensory interventions for children with Sensory Modulation Problems?
Hypothesis
- Classroom multi-sensory corners will be as effective as off-site multi-sensory centers.
- Accessibility of sensory solutions available to students with learning disabilities is related to the rate of success.
- Multi-sensory interventions have has a positive impact on the attainment of learning goals.
Assumptions and Limitations
Limitations of the study include the number of participants. 20 students may not give the best indication of the variety of sensory challenges and disorders. Another limitation includes the lack of a pre-test, identifying the baseline knowledge of a learning goal for each student. The participant ages (elementary age) also limits the understanding of sensory modifications for older children. Reliability of the trained observers may also be considered a limitation. Observers must be able to consistently and correctly identify chosen behaviors and body language.
References
Alfonso, V. C., & Flanagan, D. P. (2018). Essentials of specific learning disability identification. John Wiley & Sons.
Ciullo, S., Lo, Y. L. S., Wanzek, J., & Reed, D. K. (2016). A synthesis of research on informational text reading interventions for elementary students with learning disabilities. Journal of learning disabilities, 49(3), 257-271.
Critz, C., Blake, K., & Nogueira, E. (2015). Sensory Processing Challenges in Children. The Journal for Nurse Practitioners,11(7), 710-716. doi:10.1016/j.nurpra.2015.04.016
Ok, M. W., & Bryant, D. P. (2016). Effects of a strategic intervention with iPad practice on the multiplication fact performance of fifth-grade students with learning disabilities. Learning Disability Quarterly, 39(3), 146-158.
Thompson, Carla J. (2011) Multi-Sensory Intervention Observational Research International Journal of Special Education, 26 (1), 202-214. www.internationaljournalofspecialeducation.com.
Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.
Sample Solution