L’utilisation de la thérapie d’intégration sensorielle en Malaisie et à Singapour par des enseignants en éducation spécialisée dans des contextes d’intervention précoce

Titre original en anglais : The use of sensory integration therapy in Malaysia and Singapore by special education teachers in early intervention settings

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Leong, H. M., Stephenson, J., & Carter, M. (2013). The use of sensory integration therapy in Malaysia and Singapore by special education teachers in early intervention settings. Journal of Intellectual & Developmental Disability, 39(1), 10-23. https://doi.org/10.3109/13668250.2013.854876

Date de publication: 14/11/2013 Ajout dans AutiHub: 19/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Han Ming (Daniel) Leong *
  2. Jennifer Stephenson
  3. Mark Carter

Résumé

Contexte La thérapie d’intégration sensorielle (IS) est une intervention largement utilisée auprès d’enfants en situation de handicap malgré l’absence de preuves concernant son efficacité. Méthode Un questionnaire a été distribué à des enseignants en intervention précoce en Malaisie et à Singapour. Des informations ont été recueillies sur la manière dont les enseignants en intervention précoce ont découvert la thérapie IS, les formes de thérapie IS qu’ils utilisaient et les bénéfices qu’ils en attendaient. Résultats De nombreuses activités décrites comme relevant de la thérapie IS étaient des activités courantes d’intervention précoce. Les enseignants semblaient particulièrement intéressés par la thérapie IS comme intervention pour les comportements difficiles liés aux stimuli sensoriels, mais avaient des difficultés à expliquer comment la thérapie produisait les bénéfices qu’ils percevaient. Les enseignants ont également signalé un suivi limité des résultats des élèves lors de l’utilisation de la thérapie IS. Conclusions Compte tenu des preuves très faibles concernant l’efficacité de la thérapie IS, tout en notant que l’intervention continue d’être utilisée, il est recommandé que les enseignants maintiennent de bonnes pratiques de suivi. L’intervention devrait être arrêtée lorsqu’aucun progrès manifeste n’est observé. Les enseignants et les thérapeutes ont besoin d’une formation supplémentaire aux pratiques fondées sur des données probantes. En outre, des stratégies d’intervention alternatives devraient être envisagées pour les comportements difficiles liés aux stimuli sensoriels.

Background Sensory integration (SI) therapy is an intervention widely used with children with disability despite the lack of evidence regarding its efficacy.Method A questionnaire was distributed to early intervention teachers in Malaysia and Singapore. Information was sought on how early intervention teachers learned about SI therapy, the forms of SI therapy they used, and the benefits they expected.Results Many activities reported as SI therapy were common early intervention activities. Teachers appeared to be particularly interested in SI therapy as an intervention for challenging behaviours related to sensory stimuli but had difficulty explaining how the therapy resulted in the benefits they perceived. Teachers also reported limited monitoring of student outcomes when using SI therapy.Conclusions In light of the very weak evidence for the efficacy of SI therapy, but noting that the intervention continues to be used, it is recommended that good monitoring practices are maintained by teachers. The intervention should be discontinued where clear progress is not evident. Teachers and therapists need additional training in evidence-based practices. Further, alternative intervention strategies should be considered for challenging behaviours related to sensory stimuli.

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70
Avec un DOI
59
Sans DOI, à partir du texte brut de la bibliographie
8
4 / 70 (5,7 %) références citées comprennent au moins une personne identifiée comme autiste.
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70 / 70 (100,0 %)
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Sans identifiant stable
7
Références avec noms bruts d’auteurices restant à vérifier
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Noms d’auteurices détectés dans la bibliographie citée
203
À partir du DOI ou de métadonnées externes
203
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
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0
38 / 203 (18,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 165 / 203 (81,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
4 / 203 (2,0 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 4 / 38 (10,5 %). Personnes distinctes identifiées comme autistes : 1 / 164 (0,6 %).
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