Date of Defense
14-4-2026 12:00 PM
Location
Zoom Meeting
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Special Education
College
CEDU
Department
Special and Gifted Education
First Advisor
Ahmed Hamdan
Keywords
Sensory Enrichment Therapy, Sensory Processing Disorder, Autism Spectrum Disorder, Cognitive Abilities, fNIRS, Sensory interventions.
Abstract
Sensory processing disorder (SPD) is a common manifestation observed in persons with autism spectrum disorder (ASD), wherein the brain inaccurately interprets sensory information. Teachers often face many sensory issues in the classroom. However, it is commonly known that addressing SPD falls within an occupational therapist's (OT) responsibility. Recent research has found that promoting sensory strategies in educational training is necessary. Hence, the current experimental mixed-methods research aimed to accurately evaluate the efficacy of the sensory intervention and sensory inputs utilized in the Living and Non-Living Sensory Input (LNSI) intervention program on sensory behavior, executive function, nonverbal cognitive abilities, and cortical brain activation and neural biomarkers using Functional Near-Infrared Spectroscopy (fNIRS) during an attention task and during testing different sensory inputs. This was achieved by utilizing sensory inputs related to living and non-living objects in a teaching setting. The intervention sample consisted of 24 students diagnosed with ASD and sensory abnormalities. The participants were randomly assigned to four groups following the Solomon 4-group design. This study also aimed to understand the comprehensive impact of sensory intervention by conducting interviews with caregivers. Participants included 5 parents, 6 teachers and 2 Ots, to gather information about their observations across settings, including homes, schools, and playgrounds. Results indicated that using combined sensory inputs improved attention, and using a single sensory input had a small effect on the prefrontal brain activation. The results of this study indicate statistically substantial enhancements in many areas, including behavioral management, sensory processing, nonverbal cognitive abilities, and brain prefrontal activation. The study identified several major themes that illustrate participants' experiences with sensory-based interventions, the reported effects on children's functioning, and the contextual factors influencing outcomes.
The importance of this study lies in its presentation of more impactful interventions in the field. It provides teachers, parents and therapists with sensory techniques that increase academic achievement, improve sensory responses and decrease unwanted behavior.
The Effect of Living and Non-Living Sensory Inputs (LNSI) on Cortical Activation and Functional Outcomes in Individuals with Autism Spectrum Disorder: An Experimental Mixed Method Study
Zoom Meeting
Sensory processing disorder (SPD) is a common manifestation observed in persons with autism spectrum disorder (ASD), wherein the brain inaccurately interprets sensory information. Teachers often face many sensory issues in the classroom. However, it is commonly known that addressing SPD falls within an occupational therapist's (OT) responsibility. Recent research has found that promoting sensory strategies in educational training is necessary. Hence, the current experimental mixed-methods research aimed to accurately evaluate the efficacy of the sensory intervention and sensory inputs utilized in the Living and Non-Living Sensory Input (LNSI) intervention program on sensory behavior, executive function, nonverbal cognitive abilities, and cortical brain activation and neural biomarkers using Functional Near-Infrared Spectroscopy (fNIRS) during an attention task and during testing different sensory inputs. This was achieved by utilizing sensory inputs related to living and non-living objects in a teaching setting. The intervention sample consisted of 24 students diagnosed with ASD and sensory abnormalities. The participants were randomly assigned to four groups following the Solomon 4-group design. This study also aimed to understand the comprehensive impact of sensory intervention by conducting interviews with caregivers. Participants included 5 parents, 6 teachers and 2 Ots, to gather information about their observations across settings, including homes, schools, and playgrounds. Results indicated that using combined sensory inputs improved attention, and using a single sensory input had a small effect on the prefrontal brain activation. The results of this study indicate statistically substantial enhancements in many areas, including behavioral management, sensory processing, nonverbal cognitive abilities, and brain prefrontal activation. The study identified several major themes that illustrate participants' experiences with sensory-based interventions, the reported effects on children's functioning, and the contextual factors influencing outcomes.
The importance of this study lies in its presentation of more impactful interventions in the field. It provides teachers, parents and therapists with sensory techniques that increase academic achievement, improve sensory responses and decrease unwanted behavior.