Effectiveness of Individualized Use of a Multisensory Environment on Engagement in Preschool Children Attention Deficit Hyper Activity Disorder

Objective In keeping with client-centered practice in support of occupational performance, we examined the use of a multisensory environment (MSE) on engagement in preschool children with Attention deficit hyper activity disorder (ADHD), comparing two different methods an individualized approach and a protocol-driven approach. Method Fifteen children, ages four to seven years, participated. A randomized, counterbalanced design was used to measure engagement in the protocol-driven condition and the individualized condition. In the protocol-driven sessions, the equipment was turned on in a slow, sequential manner. In the individualized sessions, participants were free to play and engage the MSE as desired. Engagement was measured across four variables 1) The number of requests/initiations, 2) the duration of engagement /play, 3) affect, and desired and undesired behaviors identified by the parents. Sensory processing patterns were determined through the Sensory Profile (Dunn, 1997). Parents were asked for their opinion of the use of the MSE under the two conditions. Results Results were not significant in terms of increased engagement in an MSE in the individualized approach. However, most parents valued the use of the MSE with their children. Conclusion This study provides a picture of engagement within MSEs for preschool children with ADHD. Given the results, occupational therapists should select between the individualized and protocol-driven approaches according to their own clinical judgment. Further research is needed to guide best practice use of MSEs