A COMPREHENSIVE APPROACH TO SENSORY INTEGRATION IN EARLY INTERVENTION PROGRAMMES FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Abstract

The article analyses the importance of sensory integration as an important component of early intervention programmes for children with autism spectrum disorders. The aim of the study is to investigate the effectiveness of a comprehensive approach to sensory integration, taking into account the individual sensory profiles of children, which contributes to improving adaptation, social interaction and learning outcomes.

The research methodology is based on a qualitative analysis of scientific sources, empirical observations, analysis of cases from early intervention practice, and evaluation of the results of implementing sensory strategies in working with autism spectrum disorders. The research procedure included studying the components of a comprehensive approach to sensory integration in early intervention programmes for children with autism.

The results showed that the implementation of personalised sensory programmes has a positive effect on children's emotional state, anxiety levels, ability to concentrate and communicate. One of the important conclusions is that successful sensory integration significantly increases the effectiveness of other components of the early intervention programme and promotes the development of autonomy and socialisation in children with autism spectrum disorders.

Based on the analysis, it was concluded that a comprehensive approach to sensory integration should become an integral part of the individual development path of children who need early support. Such an approach not only takes into account the peculiarities of neuropsychological development, but also creates the conditions for improving the quality of life of the child and their family, reducing the risk of further social isolation. The implementation of systematic sensory strategies in early intervention practice requires the training of specialists and interdisciplinary cooperation within the child's support team.