Use of sensory adaptive environments with autistic children: A scoping review

Background: Sensory differences in autistic children can impact their ability to have positive experiences in certain environments. Sensory adaptive environments (SAEs) are being increasingly used to reduce distress, increase enjoyment, and support opportunities for interaction. However, despite the increased prevalence of SAEs, there is little guidance in the literature indicating how to effectively create and use these spaces, including the components, equipment, and activities that are to be performed. Method: A scoping review was conducted to address the following research question: What are the sensory experiences, equipment, and outcomes related to the use of sensory adaptive environments for autistic children? Thirteen studies met inclusion criteria and were categorized in terms of their study design, setting, sensory equipment, and outcome measures. Results: A wide range of countries and study designs were represented. Sensory equipment spanned visual, auditory, tactile/deep pressure, olfactory, and vestibular domains. Six out of thirteen studies included safety and/or training protocols for using the SAE. The most represented environments were schools and healthcare settings. SAEs also varied in terms of their design purpose and level of technology. Conclusion: As SAEs are becoming increasingly prevalent, there is a need to understand the evidence for their design. Current evidence is mixed, with the need for more research and more robust study designs.