Campbell, P., Gray, C. & Dunn, W. (in preparation). The effect of natural environment interventions to support young children in their everyday lives.

In this study, we will be employing a delayed treatment design to test the impact of training therapists to use natural environmental supports to improve children’s participation in their everyday life activities. We will emphasize applying Dunn’s model of sensory processing to the intervention plans, in an attempt to support the chidren’s sensory processing needs as they interact with others and play.

We hypothesize that when we support children in the natural course of the daily routine, they will demonstrate greater performance and more satisfaction than when more traditional approaches are employed.

Coffelt, K, & Dunn, W. (in preparation) The relationship between sensory processing and teachers’ perceptions of teachability characteristics of students in their classrooms. Teachers and Sensory Processing

Ketti Johnson-Coffelt is conducting her Master’s thesis research on the relationship between teacher’s sensory processing patterns and their perceptions of what makes children teachable in their classrooms. An excerpt from her thesis proposal states:

“The purpose of this study proposes to investigate the relationship between teachers’ sensory processing patterns and their view and expectations of students’ performance in the classroom. This researcher proposes that a relationship exists between the teachers’ sensory processing patterns and the teachers’ assessment of the teachability of students’ in the classroom. Specifically, we hypothesize that teachers who have low thresholds for sensory processing will select different factors that comprise ‘teachability’ than teachers who have higher thresholds for sensory processing.

Problem Statement

Previous research indicates that individual differences exist in teachers’ behaviors and emotional responses to different children within a classroom (Carey & McDevitt, 1994; Keogh & Burnstein, 1988; Siegel, 1991; Williamson & Anzalone, 2001). Further research is needed to determine whether teachers’ sensory processing preferences might be a variable that affects teachers’ responses to different children. Research is lacking that examines whether the sensory processing patterns of teachers is an underlying factor influencing their perceptions of the teachability of students.

Purpose

The purpose of this preliminary study is to investigate whether teachers’ sensory processing patterns are associated with their expectations of students’ performance in the classroom. This research will examine the potential relationships between sensory processing patterns of teachers’ and teachable characteristics of children in their classroom.

Hypotheses

If there is a relationship between a teachers rating of teachable characteristics and the teachers patterns of sensory processing, then greater sensation seeking scores on the Adult/Adolescent Sensory Profile will be associated with higher ratings on Dimension X, (cognitive and motivational behaviors) from the Teachable Pupil Survey and greater sensation avoiding scores on the Adult /Adolescent Sensory Profile will be associated with higher ratings on Dimension Y, (school appropriate behaviors) from the Teachable Pupil Survey.”

For more information about the Teachability concept, see:
Keogh, B. (2003). Temperament in the Classroom: Understanding Individual Differences. Paul H. Brookes, Baltimore, Md.