Effectiveness of Environmental Modifications in Reducing Sensory-Related Challenges Among Children with Autism Spectrum Disorder: A Mixed-Methods Original Research Article
Abstract
Background: Children with Autism Spectrum Disorder (ASD) frequently experience sensory-related challenges that interfere with participation, learning, social engagement, and daily functioning. Although direct behavioral and occupational therapy approaches are widely used, environmental modifications (EM) offer an ecological intervention pathway by altering sensory conditions in the child’s natural surroundings. Objective: This study examined the effectiveness of environmental modifications in reducing sensory-related challenges among children with ASD. Methods: A mixed-methods, thesis-derived original research design was used with children aged 3-12 years diagnosed with ASD. Participants were allocated across therapeutic intervention groups, with the EM group receiving individualized environmental adaptations such as visual supports, structured physical spaces, lighting adjustments, noise reduction strategies, sensory corners, and predictable routines. Quantitative outcomes were assessed using the Environmental Assessment Tool (EAT), Sensory Profile-2/Sensory Processing measures, and observational checklists. Qualitative data from parents, caregivers, and therapists were used to contextualize implementation barriers and facilitators. Results: Children in the EM group demonstrated a substantial reduction in caregiver-reported sensory-related challenges, with EAT scores decreasing from baseline (M = 4.8, SD = 0.9) to post-intervention (M = 2.1, SD = 0.7), t(49) = 15.22, p < .001, Cohen’s d = 2.05. Observational data showed a 45% reduction in sensory-overload behaviors. Independent-samples testing further supported significant group differences in sensory processing outcomes, t(151) = 4.185, p < .001, mean difference = 0.98, 95% CI [0.52, 1.44]. Qualitative themes highlighted family buy-in, cost, resource constraints, and home-school generalization as key determinants of sustained implementation. Conclusion: Environmental modification is a powerful ecological intervention for reducing sensory-related challenges in children with ASD, especially when embedded within family-centered and school-supported intervention plans.
Keywords: Autism Spectrum Disorder; environmental modifications; sensory regulation; sensory processing; special education; ecological intervention; children; mixed-methods research
