Doctor of Education (Ed.D.)
The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology to stimulate and desensitize these sensory channels to facilitate processing of incoming stimuli. The technology was furnished by Dr. Harold Russell and was programmed with a microchip to control the frequency patterns. Twelve subjects were selected to participate in this eight week study; only five subjects completed. They represented schools in the Tidewater region of Virginia and Illinois. Inattention, Impulsivity, and Hyperactivity were assessed with The Attention Deficit Disorder Evaluation Scale-Home and School Versions. Comparison of the results of these measures and qualitative data were incorporated into case studies. There was improvement noted in social skills, attention and on-task behavior. The results are supportive of research conducted with learning disabled and AH/HD students conducted by Drs. Carter and Russell.
© The Author
Woodbury, Patricia Powell, "Students with autism: A light/sound technology intervention" (1996). Dissertations, Theses, and Masters Projects. Paper 1539618724.