Revisão sistemática da literatura sobre a utilização da proposta de Integração Sensorial de Ayres para as pessoas com o transtorno do espectro do autismo

Abstract

The Autism Spectrum Disorder (ASD) is a multifactorial neurodevelopmental disorder, marked by the dyad: deficits in communication and social interaction, as well as restricted and repetitive behaviors, activities and interests. In order to treat these deficits, the Ayres Sensory Integration approach has been adopted as a therapeutic practice with the intent to improve neural processing through a selection of sensory stimulation adapted to each child, in which ludic exercises, games and specific activities are proposed to help expand their potential and promote development. In this respect, this study aimed to verify the contributions of activities based on the Ayres Sensory Integration for the global development of children with ASD enrolled in early childhood education. For the elaboration of this dissertation, a qualitative systematic review of the literature was carried out, and scientific articles published between 2012 and 2022 were selected, searched in the CAPES Journal Portal (CAPES - Coordination for the Improvement of Higher Education Personnel) and PubMed databases. The selection was done based on the following inclusion criteria: peer-reviewed published articles; articles in Portuguese, English or Spanish; works whose contents are behavioral, developmental and academic changes in children with ASD, all made possible by the interventional method of Ayres; articles based on intervention practices based on Ayres' theory of Sensory Integration, which could be carried out in either the clinic or schools; and studies that focus on children without comorbidities, included in the autism spectrum. As exclusion criteria, we considered the next: review articles; articles in a language other than Portuguese, English or Spanish; articles that focus on drug and/or nutritional interventional methods for children with autism; and works encompassing children with ASD and comorbidities. Investigations have revealed that the Ayres Sensory Integration can favor the development of sensory functions and increase concentration and the processing of information in challenging environments, such as classrooms. This in turn benefits academic achievement and literacy skills in children with sensory impairments, particularly those with ASD. The results also suggest that, although the Ayres' Sensory Integration can be a valuable tool to facilitate the inclusion of children with autism in regular classrooms, it is essential to adapt the approach to the specific needs of each student with sensorial dysfunctions, and to implement that under the supervision of qualified professionals. However, although the studies examined in this analysis have shown positive contributions due to the application of the Ayres' Sensory Integration method, a limited number of trials have been found investigating the use of this very method in school settings. Therefore, more randomized trials are needed to establish a more robust evidence base for this approach in educational environments.