Prior to the start of my doctoral capstone, I conducted a needs assessment.
Sensory development issues are frequent among children with and without disabilities. Research from Critz et al. (2015) discovered among children without disabilities, the prevalence of SPD ranged from 10% to 55%, while the range of SPD for children with disabilities was 40% to 88%.
Research has indicated that occupational therapists value the benefits of working outdoors with children in developing sensory skills (Wilkinson et al., 2019).
I also conducted a review of the literature to learn more about the need of outdoor eduction in sensory development.
- Research performed by Koenig and Rudney (2010) indicated that children and adolescents with difficulties processing and integrating sensory information exhibit performance deficits in areas of occupation, including activities of daily living (ADLs), instrumental activities of daily living (IADLs), social participation, and school participation.
- A 2009 study by Ben-Sasson et al. reported that one in every six children experienced sensory issues, which made it hard to learn and function in school.
- Previous research, which interviewed parents regarding the strengths and negatives of their children’s connection to nature, found significant positive correlations between enjoyment of nature and empathy for nature to prosocial behavior (Chawla, 2020).
- Research has suggested OTs may integrate sensory information with children and adolescents who have difficulty processing and integrating sensory information in natural settings (Ayers, 1979).
- Outdoor play is linked to physical, cognitive, and social-emotional benefits in children and adolescents (Wilkinson et al., 2019).
- The dynamic nature of having classrooms outdoors creates constant new sensory stimuli to support learning for children (Carter, 2016). Changing conditions and textures outdoors provide many opportunities for children to problem-solve and create engaging social interactions
Dr. Reagan Bergstresser-Simpson served as my faculty mentor throughout my doctoral capstone project. She has a wide variety of experience in the medical field, working in areas such as autism, skilled nursing, acute care, and assistive technology.
Staci Hammerschmitt served as my expert mentor throughout my doctoral capstone project. She has a deep understanding of working in the school system, having experience in implementing hands-on, project-based curriculum, serving students in grades TK-8th, and meeting with families to review student progress.
My doctoral capstone site included Ascension Lutheran School.
My areas of study included: (1) Program and Policy Development , (2) Education, and (3) Advocacy.
"Of all the paths you take in life, make sure a few of them are dirt." - John Muir
What I Accomplished:
Completed a 1 hour CEU course related to sensory and brain-based learning in schools.
Completed a 1 hour CEU course related to nature-based occupational therapy.
Completed a 1 hour CEU course related to sensory function in autism.
Created a compilation of digital resources expanding on evidenced based practice in the areas of (a) sensory integration, (b) outdoor education, and (c) pediatric sensory-based conditions and intervention.
Created an evaluation plan for identifying areas improvement through an occupation-based framework following observation hours on site.
Produced an occupation-based, formally written reflection following participation in two Nature Explore interactive workshops.
Designed a curriculum guide to provide education on progressive nature-based education centered around sensory development.
Created a proposal for an addition to the amphitheater and garden site in order to endorse occupational performance in the pediatric population.
Produced an occupational therapy based scope of work to advocate for the role of occupational therapy in outdoor learning.
Created an educational packet on sensory strategies in the classroom to be distributed to faculty.
Created an educational handout on occupational therapy to be distributed to families and faculty.
Created an educational handout on sensory development to be distributed to families.
Created an educational handout on CDC guidelines on screen time to be distributed to families.
Created an educational handout on the benefits of outdoor education to be distributed to families and faculty.
Developed guiding policies and procedures to increase the quality of outdoor nature classrooms.
"There is an accumulating body of literature describing sensory processing as an important factor in human behavior" -Winnie Dunn
Impact on Profession
The contributions I made to Ascension Lutheran School's outdoor program such as my educational packet for staff, amphitheater proposal, compilation of information in my website, and evaluation plan will be available to future staff and families of Ascension.
I am hopeful in the future of Ascension's outdoor education program and the positive influence on the students it will have. I hope to inspire other occupational therapists and even teachers to integrate interventions and curriculums in an outdoor environment.
My plans for the future
As I am staying local in southern California, I plan to continue a relationship with Ascension. I am planning on leading an in-service class on sensory development to the staff prior to the upcoming school year. My hope is to work in an out-patient setting and grow in my career as an occupational therapist.
Contact Information:
Email: kusnierekd@huntington.edu
References
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Ayers, A. J. (1979). Sensory integration and the child (1st ed.). Western Psychology Services.
Ben-Sasson A., Carter A.S., Briggs-Gowan M.J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37(5). 705-16. https://doi.org/10.1007/s10802-008-9295-8
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Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2, 619– 642. https://doi.org/10.1002/pan3.10128
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