論文種別	原著(症例報告除く)
言語種別	英語
査読の有無	その他(不明)
表題	Sensory Integration Therapy for Preschool Children with Autism Spectrum Disorder and Co-Occurring Intellectual Disability: An Exploratory Single-Group Pre-Post Study.
掲載誌名	正式名：Children (Basel, Switzerland) 略　 称：Children (Basel) ISSNコード：22279067/22279067
掲載区分	国外
巻・号・頁	13(4),pp.569
著者・共著者	Hirotsugu Nakamura, Kiyomi Tateyama, Kazuyo Nakaoka, Toshihiro Kato
発行年月	2026/04
概要	Background: Occupational therapists often provide sensory integration therapy (SIT) as part of interventions for children with autism spectrum disorder (ASD). However, evidence supporting its effectiveness remains limited. Therefore, this study aimed to explore the potential benefits of once-weekly SIT for children with ASD and co-occurring intellectual disability. Methods: A non-blinded single-group pre-post study was conducted using SIT once a week for 8 weeks. Participants were children aged 2-6 years who had been diagnosed with ASD, had a developmental index score of ≤70, and were classified as having severe autism according to the Childhood Autism Rating Scale. Outcome measures included the Goal Attainment Scaling (GAS), Vineland Adaptive Behavior Scales, Second Edition (VABS-II), Short Sensory Profile (SSP), and Parenting Stress Index, Short Form (PSI-SF). Data were analyzed using the Wilcoxon signed-rank test to compare pre- and post-intervention results. Results: Ten children completed the full intervention protocol. Changes were observed in some domains of the GAS and VABS-II; however, these findings were characterized by substantial uncertainty and considerable variability across participants. In contrast, no apparent changes were observed in the SSP or PSI-SF. Conclusions: The findings of this study do not support the effectiveness of sensory integration therapy (SIT) and should not be interpreted as evidence of intervention-related benefit. Rather, the results should be considered as exploratory observations obtained under real-world clinical conditions. Future research employing more rigorous designs, including the use of control groups, larger sample sizes, and blinded assessments, is required.
DOI	10.3390/children13040569
PMID	42073146