References

Academic Therapy Publications. (n.d.). Classroom sensory environment. https://www.classroomsensoryenvironment.com/ 

Adams, D. (2013). The application of social-emotional learning principles to a special education environment. KEDI Journal of Educational Policy, Special Issue, 103-118. 

American Occupational Therapy Association. (2020). Occupational therapy practice framework: Domain and process (4th ed.). American Journal of Occupational Therapy, 72, 7412410010. https://doi.org/10.5014/ajot.2020.74S2001  

American Psychological Association. (2018). Self-regulation. In APA Dictionary of Psychology. Retrieved October 4, 2024, from https://dictionary.apa.org/self-regulation 

Antonopoulou, K., Chaidemenou, A., Kouvava, S. (2019). Peer acceptance and friendships among primary school pupils: Associations with loneliness, self-esteem and school engagement. Educational Psychology in Practice, 35(3), 339-351. https://doi.org/10.1080/02667363.2019.1604324 

Arky, B. (2023). Sensory processing issues explained. Child Mind Institute. https://childmind.org/article/sensory-processing-issues-explained/ 

Ashburner, J. K., Rodger, S. A., Ziviani, J. M., & Hinder, E. A. (2014). Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework. Canadian Journal of Occupational Therapy, 81(1), 29-38. https://doi.org/10.1177/0008417413520440 

Barros, V. M., Folha, D. R. S. C., Pinheiro, C. R., & Della Barba, P. C. S. (2023). Sensory processing and engagement: A systematic review. Cadernos Brasileiros De Terapia Ocupacional, 31, e3521. https://doi.org/10.1590/2526-8910.ctoAR269935212 

Bass, J. D., Marchant, J. K., de Sam Lazzaro, S. L., Baum, C. M. (2024). Application of the person-environment-occupation-performance model: A scoping review. Occupational Therapy Journal and Research, 44(3), 521-540. https://doi.org/10.1177/15394492241238951 

Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum, & J. D. Bass (Eds.), Occupational therapy: Performance, participation, and well-being (4th ed., pp. 49-56). Thorofare, NJ: SLACK Incorporated. 

Benson, J. D., Breisinger, E., & Roach, M. (2019). Sensory-based intervention in the schools: A survey of occupational therapy practitioners. Journal of Occupational Therapy, Schools, & Early Intervention, 12(1), 115-128. https://doi.org/10.1080/19411243.2018.1496872 

Bishop, B., Bishop, T. E., Rumel, L. & Van de Werfhorst, J. (2022). YOU’RE IN THE RED ZONE! The importance of educational leadership on the implementation of social emotional learning programs. International Journal for Leadership in Learning, 22(1), 93-116. https://doi.org/10.29173/ijll6 

Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731. https://doi.org/10.1146/annurev-psych-010814-015221 

Bruno, L. P., Scott, L. A., Thoma, C. A. (2020). Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices. Journal of Vocational Rehabilitation, 55(2), 157-168. https://doi.org/10.3233/JVR-211154 

Carver, C. S., & Scheier, M. F. (1982). Control theory: A useful conceptual framework for personality- social, clinical, and health psychology. Psychological Bulletin, 92(1), 111-135. https://doi.org/10.1037/0033-2909.92.1.111 

Chrétien-Vincent, M., Grandisson, M., Desmaraias, C., & Milot, É. (2023). Outcomes of an intervention to build early childhood educators’ capacity to promote the participation of autistic children with reactions to sensory stimulations. Journal of Occupational Therapy, Schools, & Early Intervention, 1-23. https://doi.org/10.1080/19411243.2023.2203419 

Chen, Y., & Patten, K. (2021). Shifting focus from impairment to inclusion: Expanding occupational therapy for neurodivergent students to address school environments. The American Journal of Occupational Therapy, 75(3), 1-7. https://doi.org/10.5014/ajot.2020.040618   

Chudzik, M., Corr, C., Fisher, K. W. (2024). Trauma-informed care: The professional development needs of early childhood special education teachers. Journal of Early Intervention, 46(1), 113-129. https://doi.org/10.1177/10538151231164898 

Coelho, V., Cadima, J., Pinto, A. I., & Guimaraes, C. (2019). Self-regulation, engagement, and developmental functioning in preschool-aged children. Journal of Early Intervention, 41(2), 105-124. https://doi.org/10.1177/1053815118810238 

Cox, B., Flemen-Tung, M., May, N., Cappella, E., Nadeem, E., Park, C., & Chacko, A. (2024). Adapting SEL interventions to meet student needs: A research-practice partnership supporting students with emotional disabilities. Social and Emotional Learning: Research, Practice, and Policy 3, 100047. https://doi.org/10.1016/j.sel.2024.100047 

Daley, S. G., & McCarthy, M. F. (2021). Students with disabilities in social and emotional learning interventions: A systematic review. Remedial and Special Education, 42(6), 384-397. https://doi.org/10.1177/0741932520964917 

Damyanov, K. (2024). Effective pedagogical strategies and support mechanisms for enhancing the learning outcomes of students with special education needs: A systematic approach. International Journal of Scientific Research Management, 12(10), 3700-3718. https://doi.org/10.18535/ijsrm/v12i10.e103 

Dean, E. E., Little, L. M., Wallisch, A., & Dunn, W. (2018). Sensory processing in everyday life. In Schell, B. A. B., & Gillen, G. (Eds.), Willard and Spackman’s Occupational Therapy (13 ed.). Lippincott Williams & Wilkins. 

Department of Education. (2023). Evidence summary: Supporting students with sensory processing challenges. State of Queensland. 

Diamant, R. B., & Smet, N. (2024). Relationships between sensory processing, temperament characteristics for effortful control, and executive function in school-age children. The Open Journal of Occupational Therapy, 12(1), 1-14. https://doi.org/10.15453/2168-6408.2164 

Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities?. Research & Practice for Persons with Severe Disabilities, 32(1), 16-30. https://doi.org/10.2511/rpsd.32.1.16 

Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants and Young Children, 9(4), 23–35. 

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants and Young Children, 20(2), 84-101. https://doi.org/10.1097/01.IYC.0000264477.05076.5d 

Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2011). Voices of special education teachers in an inclusive high school: Redefining Responsibilities. Remedial and Special Education, 32(2), 91-104. https:/doi.org/10.1177/0741932510361248 

Engel-Yeger, B., Hardal-Nasser, R., & Gal, E. (2011). Sensory processing dysfunctions as expressed among children with different severities of intellectual developmental disabilities. Research in Developmental Disabilities, 32(5), 1770-1775. https://doi.org/10.1016/j.ridd.2011.03.005 

Eriksson, L. (2005). The relationship between school environment and participation for students with disabilities. Pediatric Rehabilitation, 8(2), 130-139. https://doi.org/10.1080/136384904000029977 

Florian, L. (2014). What do classroom teachers need to know about meeting special education needs?. The SAGE handbook of special education (2nd ed.). Sage UK. 

Fox, L., Hemmeter, M., Snyder, P., Binder, D. P., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31(3), 178-192. https://doi.org/10.1177/0271121411404440 

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). Behavioral Disorders, 43(2), 302-315. https://doi.org/10.1177/0198742917714809 

Garvey, W., O’Connor, M., Quach, J., & Goldfeld, S. (2020). Better support for children with additional health and developmental needs in school settings: Perspectives of education experts. Child Care, Health and Development, 46(4), 522-529. https://doi.org/10.1111/cch.12766 

Hamsho, N., Eisenhower, A., Galligan, M., Collier-Meek, M. A., Bolourian, Y., Levinson, S., & Blacher, J. (2023). Drawing on key partner perspectives of an autism-focused professional development program: A conceptual framework for coaching. Journal of Educational and Psychological Consultation, 1(34), 14-43. https://doi.org/10.1080/10474412.2023.2262450 

Hui, C., Snider, L., & Couture, M. (2016). Self-regulation workshop and occupational performance coaching with teachers: A pilot study. Canadian Journal of Occupational Therapy, 83(2), 115-125. https://doi.org/10.1177/0008417415627665 

Ismael, N., Lawson, L. M., & Hartwell, J. (2018). Relationship between sensory processing and participation in daily occupations for children with autism spectrum disorder: A systematic review of studies that used Dunn’s sensory processing framework. The American Journal of Occupational Therapy, 72(3), 1-4. https://doi.org/10.5014/ajot.2018.024075 

Kaiser, L., Potvin, M., & Beach, C. (2020). Sensory-based interventions in the school setting: Perspectives of paraeducators. The Open Journal of Occupational Therapy, 8(3), 1-11. https://doi.org/10.15453/2168-6408.1615 

Kong, M., & Moreno, M. (2018). Sensory processing in children. JAMA Pediatrics, 172(12), 1208-1208. https://doi.org/10.1001/jamapediatrics.2018.3774 

Lee, O. E., & Kim, S. Y. (2024). Exploring career readiness among youths with disabilities. The Journal of Special Education, 00(0), 1-10. https://doi.org/10.1177/00224669241271355 

Loh, S. Y., Ee, S. I., & Marret, M. J. (2021). Sensory processing and its relationship to participation among childhood occupations in children with autism spectrum disorder: Exploring the profile differences. International Journal of Developmental Disabilities, 69(2), 226-237. https://doi.org/10.1080/20473869.2021.1950484 

Lohrmann, S., & Bambara, L. M. (2006). Elementary education teachers’ beliefs about essential supports needed to successfully include students with developmental disabilities who engage in challenging behaviors. Research & Practice for Persons with Severe Disabilities, 31(2), 157-173. https://doi.org/10.1177/154079690603100208 

Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97-116. https://doi.org/10.1177/0888406419896627 

McGuire, Meadan, H., Folkerts, R. (2023). Classroom and behavior management training needs and perceptions: A systematic review of the literature. Child & Youth Care Forum, 53, 117-139. https://doi.org/10.1007/s10566-023-09750-z 

Meuser, S., Piskur, B., Hennissen, P., & Dolmans, D. (2022). Targeting the school environment to enable participation: A scoping review. Scandinavian Journal of Occupational Therapy, 30(3), 298-310. https://doi.org/10.1080/11038128.2022.2124190 

Miller-Kuhaneck, H. M., & Kelleher, J. (2018). The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention, 11(2), 161-171. https://doi.org/10.1080/19411243.2018.1432442

Miller-Kuhaneck, H., & Watling, R. (2018). Parental or teacher education and coaching to support function and participation of children and youth with sensory processing and sensory integration challenges: A systematic review. Journal of Occupational Therapy, 72, 7201190030. https://doi.org/10.5014/ajot.2018.029017 

Mills, C., & Chapparo, C. (2018). Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism. Australian Occupational Therapy Journal, 65(1), 15-24. https://doi.org/10.1111/1440-1630.12381 

Morrison, F. J., Kim, M. H., Connor, C. M., & Grammer, J. K. (2019). The causal impact of schooling on children’s development: Lessons for developmental science. Current Directions in Psychological Science, 28(5), 441-449. https://doi.org/10.1177/0963721419855661 

Mowell, M., Richter, L., Jewell, V. D. (2022). Exploration of common sensory interventions utilized in school-based occupational therapy. Journal of Occupational Therapy, Schools, & Early Intervention, 16(2), 212-224. https://doi.org/10.1080/19411243.2022.2027839 

Mudhar, G., Ertesvag, S. K., & Pakarinen E. (2024). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education, 39(3), 446-462. https://doi.org/10.1080/08856257.2023.2233297 

National Center for Education Statistics. (2023).  Students with disabilities. U.S. Department of Education. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities 

Öhlböck, E., Stinson, M., McClintock, K., & Turtle, B. (2023). Evaluating the effectiveness of key components of Zones of Regulation curriculum training on teachers’ self-efficacy at managing self-regulation needs in autistic pupils. British Journal of Special Education, 51(1), 111-122. https://doi.org/10.1111/1467-8578.12501 

Pellicano, E., & den Houting, J. (2022). Annual research review: Shifting from ‘normal science’ to neurodiversity in autism science. The Journal of Child Psychology and Psychiatry, 63(4), 381-396. https://doi.org/10.1111/jcpp.13534 

Rogers, W., & Johnson, N. (2018). Strategies to include students with severe/multiple disabilities within the general education classroom. Physical Disabilities: Education and Related Services, 37(2), 1-12. https://doi.org/10.14434/pders.v37i2.24881 

Rosanbalm, K. D., & Murray, D. W. (2017). Caregiver co-regulation across development: A practice brief. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/Co-RegulationFromBirthThroughYoungAdulthood.pdf 

Rush, D. D., & Shelden, M. L. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1(6), 1-6. 

Ruttledge, A., & Cathcart, J. (2019). An evaluation of sensory processing training on the competence, confidence, and practice of teachers working with children with autism. Irish Journal of Occupational Therapy, 47(1), 2-17. https://doi.org/10.1108/IJOT-01-2019-0001 

Saffer, A. (2024). Expanding the role of school-based OT practitioners. OT Practice, 29(8), 6-8. https://www.aota.org/publications/ot-practice/ot-practice-issues/2024/capital-report-expanding-the-role-of-school-based-ot-practitioners 

Sornson, K., Nwora, A., & Chang, W. P. (2024). General education inclusion of students with significant disabilities: The role of the school-based occupational therapy practitioner. Journal of Occupational Therapy, Schools, & Early Intervention, 1-14. https://doi.org/10.1080/19411243.2024.2403358 

Stough, L. M., Montague, M. L., Landmark, L. J., & Williams-Diehm, K. (2015). Persistent classroom management training needs of experienced teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36-48. https://doi.org/10.14434/josotl.vl5i5.13784 

Sulla, F., Monacis, D., & Limone, P. (2023). A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning. Frontiers in Psychology, 14, 1208012. https://doi.org/10.3389/fpsyg.2023.1208012 

Svajda-Hardy, M., & Kwok, A. (2024). First-year teacher needs in the urban classroom: Creating a sustainable framework for classroom management coaching. The Urban Review, 56, 103-121. https://doi.org/10.1007/s11256-023-00667-4 

Tam, K. L., Philpott-Robinson, K., Johnson, T., & Lane, A. E. (2023). Measurement of school engagement in elementary school students: A scoping review. The American Journal of Occupational Therapy, 77(3), 1-13. https://doi.org/10.5014/ajot.2023.050036 

Vandesande, S., Van keer, I., Dhondt, A., & Maes, B. (2022). The social-emotional functioning of young children with a significant cognitive and motor developmental delay. The British Society of Developmental Disabilities, 68(4), 462-473. https://doi.org/10.1080/20473869.2020.1805574 

Western Psychological Services. (n.d.). SPM-2: Sensory processing measure, second edition. WPS. Retrieved November 1, 2024 from https://www.wpspublish.com/spm-2