Response to Intervention: The Effect of Sensory Processing Tier 1 and Tier 2 Occupational Therapy Intervention, Workshops & Consultation on Kindergarten Students

Sensory modulation is critical for self-regulation in learning environments where children may experience unexpected or atypical sensory stimuli leading to disruptive behaviors often misunderstood or misinterpreted by teachers (Mac Donald & Baist, 2021; Smith & Douglass, 2022). Teachers often lack understanding of sensory processing and evidence-based strategies to address the behavioral challenges related to sensory processing (Cahill et al., 2014; Gee & Nwora, 2011; Mac Donald & Baist, 2021). Occupational therapists practitioners (OTPs) are beneficial team members that are skilled in addressing sensory processing (Cahill, 2010) and can partner with teachers to increase their understanding and utilization of sensory processing strategies in the classroom. The tiered model of intervention, in the form of Response to Intervention (RtI) in school setting, can be utilized by occupational therapists to provide sensory processing interventions to teachers and students in the classroom (American Occupational Therapy Association, 2008). The purpose of this study is to evaluate the effect of a manualized occupational therapy (OT) intervention program on sensory processing in kindergarten students and teachers’ understanding of sensory processing, using the RtI model, consultation, and teacher workshops. The study will investigate the effect of Tier 1 (whole class) and Tier 2 (small group) RtI interventions, the effectiveness of teacher workshops on the topic of sensory integration, and consultation between teacher and OTP across three kindergarten classrooms. Through these investigations, the study aims to contribute valuable insights into the nuanced dynamics of sensory processing interventions in kindergarten classrooms and how sensory processing strategies can be effectively integrated into educational settings to improve both educator and student experiences.