Exploring Barriers to Ayres Sensory Integration for Social Skills Development in Autistic Children: An Exploratory Study of Occupational Therapists’ Experiences in Saudi Arabia
| dc.contributor.advisor | Tara, Sims | |
| dc.contributor.author | Alsharhan, Haya | |
| dc.date.accessioned | 2025-01-15T06:55:13Z | |
| dc.date.issued | 2024 | |
| dc.description | Ayres Sensory Integration (ASI) therapy is an emerging intervention approach in Saudi Arabia, where occupational therapists encounter significant challenges in fostering social interaction skills in autistic children. These challenges include limited resources and a lack of parental awareness about the nature and requirements of ASI assessments and interventions, which may compromise the delivery of to provide effective and holistic ASI therapy. This study explores the lived experiences of occupational therapists, focusing on systemic, practical, and cultural barriers and their impact on effective ASI implementation for social skills development in autistic children. Semi-structured interviews with six occupational therapists practicing ASI in clinical settings were analysed using reflexive thematic analysis, offering valuable insights into the complexities of providing ASI in this context. The findings revealed an interplay of barriers, including restricted access to ASI certification, resource limitations, high caseloads, and conflicting parental expectations. Participants identified that cultural factors, such as protective parenting behaviours, often limited children’s opportunities for independent exploration and social engagement, which are foundational for ASI’s success. Despite these challenges, participants expressed strong confidence in ASI’s potential to enhance social interaction skills, particularly when supported by adequate resources and interdisciplinary collaboration with speech therapists and psychologists. The study highlights the critical need for systemic reforms, including increased institutional support, local certification programs, and culturally tailored interventions to bridge these gaps. The findings also emphasize the importance of parent education programs to align expectations with ASI’s developmental approach and fostering structured interdisciplinary frameworks to enhance collaboration. This research underscores the pressing need for targeted strategies to overcome systemic, practical, and cultural barriers to improve ASI outcomes. Recommendations include enhancing professional development opportunities, investing in specialized resources, and adopting culturally responsive practices to ensure effective and sustainable ASI implementation in Saudi Arabia. | |
| dc.description.abstract | Introduction: Ayres Sensory Integration (ASI) is recognized as a therapeutic approach for supporting the social interaction skills of autistic children. However, implementing ASI in Saudi Arabia presents challenges These challenges include limited resources and a lack of parental awareness about the nature and requirements of ASI assessments and interventions, which may compromise the delivery of to provide effective and holistic ASI therapy. This study explores the barriers occupational therapists experience in using ASI to support social skills development for autistic children in Saudi Arabia. Method: An exploratory qualitative design was employed using semi-structured interviews with six occupational therapists. Reflexive thematic analysis was applied to identify and interpret recurring patterns and themes within the data. Findings: Four key barriers emerged: (1) the adaptation of ASI to Saudi Arabia's cultural and institutional context, (2) challenges in applying ASI within clinical settings, (3) ASI’s perceived role in enhancing social interaction skills, and (4) the impact of these barriers on professional identity and practice. Limited access to ASI certification, resource shortages, and insufficient institutional support were identified as significant constraints. Despite these barriers, participants highlighted the potential benefits of interdisciplinary collaboration, particularly with speech therapists and psychologists, in addressing the social needs of autistic children. Conclusion: The findings emphasize the need for local ASI certification programs, enhanced institutional support, and culturally tailored frameworks to facilitate the effective implementation of ASI. Future research should explore interdisciplinary approaches and culturally adapted practices to maximize the impact of ASI on social skills development in diverse settings. Addressing these barriers can empower occupational therapists in Saudi Arabia to deliver more effective and culturally relevant interventions, improving the quality of life for autistic children and their families. | |
| dc.format.extent | 98 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14154/74646 | |
| dc.language.iso | en | |
| dc.publisher | Univiersity of Brighton | |
| dc.subject | Ayres Sensory Integration | |
| dc.subject | Autism spectrum condition | |
| dc.subject | Social interaction skills | |
| dc.subject | Occupational therapy | |
| dc.subject | Reflexive thematic analysis | |
| dc.title | Exploring Barriers to Ayres Sensory Integration for Social Skills Development in Autistic Children: An Exploratory Study of Occupational Therapists’ Experiences in Saudi Arabia | |
| dc.type | Thesis | |
| sdl.degree.department | School of Sport and Health Sciences | |
| sdl.degree.discipline | Occupational Therapy | |
| sdl.degree.grantor | Univiersity of Brighton | |
| sdl.degree.name | Master Advanced Occupational Therapy |