c

• One in every 54 children in the United States is diagnosed with autism spectrum disorder(ASD; Centers for Disease Control and Prevention, 2019)

• 40 - 90% off the children with ASD experience sensory processing disorder (SPD; Baker et al., 2008; Baranek et al., 2006; Ben-Sasson et al., 2019; 2017; Roley et al., 2015; Tomchek & Dunn, 2007)

• Museum visitors with ASD and SPD face several obstacles within a museum environment due to the ever-changing sensory stimuli of bright lights, loud noises, and crowds (Fletcher, Anderson, Wagner, Linyard, & Nicolette, 2019; Fletcher, Blake, & Shelffo, 2018; Lang, Monaco, Subramaniam, Jaeger, Shanahan, & Ziebarth,2013; Silverman & Tyszka, 2017)

• Caregivers identified supports to enhance the museum experience for those with ASD and SPD (Langa et al., 2013; Leichtman, Palek-Zahn, Tung, Becker, & Jirikowic, 2014) • Interactive devices, low traffic hours, and calming room (Langa et al., 2013) • Visual depiction of rules, visual schedules, and social narratives (Leichtman et al., 2014)

• Museum staff members voiced a need for training to enhance knowledge on how to assist visitors with ASD and SPD (Kulik & Fletcher, 2016; Leichtman et al., 2014)

• Occupational therapists (OTs) can provide organization-level occupational therapy consultation services in partnership with museums (Umeda et al., 2017) • OTs can assist with development of sensory-friendly events (Lussenhop et al., 2016;

Silverman & Tysza, 2017)• OTs can help create social stories, sensory maps, visual schedules, handouts, and

sensory tools to maximize the visitors' experience (Langa et al., 2013; Leichtman et al., 2014; Silverman & Tyza, 2017; Umeda et al., 2017)

Background

An Organization-Level Occupational Therapy Consultation Approach: Increasing Art Museum Access for Visitors with Autism Spectrum and Sensory Processing Disorders

Paige Harpenau, OTSFaculty Mentor: Dr. Jessica McHugh, PhD, OTR/L, BCP

PurposeThe purpose of the Capstone Experience was to provide organization-level occupational therapy consultation services to the Minneapolis Institute of Art (Mia) with the focus of increasing museum access for visitors with ASD and SPD (Umeda et al., 2017).

Theoretical FoundationPerson-Environment-Occupation (PEO)

• Three primary components: the person, the environment, and the occupation (Law et al., 1996)

• Occupational performance is measured by the overlap between the three components (Law et al., 1996)

• Occupational therapy student (OTS) assessed the needs of the museum and developed appropriate environmental modifications to facilitate a greater occupational performance for visitors with ASD and SPD (Law et al., 1996)

Sensory Integration (SI)• Assumes the brain can reorganize when provided with a variety of sensory opportunities

(Cole & Tufano, 2008; Ayres, 1974; 1989)• Integration of sensory stimuli occurs in phases (Cole & Tufano, 2008; Ayres, 1974;1989)• Environmental adaptations are used to promote successful participation in meaningful

occupations (Cole & Tufano, 2008; Ayres, 1974; 1989)• Guided OTS during evaluation of environmental sensory stimuli at Mia (Ayres, 1974; 1989)• SI fidelity measure was utilized during development of sensory tools (Ayres, 1974;1989;

Pharham et al., 2007)

Andragogy• Adult learning theory that assumes adult learners have an inner motivational drive to

learn (Bates, 2016; Knowles, 1980) • Adults learn through self-direction and application of personal experiences (Bates, 2016;

Knowles, 1980)• Principles of andragogy were utilized throughout the duration of the Capstone

Experience when providing education and training to museum staff (Bates, 2016; Knowles, 1980)

Methods

Project Outcomes

Implications for OT

References

Conclusion

• The OTS developed a partnership with Mia for a 14 – week Capstone Experience

• The Capstone Experience was guided by the following learning objectives and activities: • Objective One: Enhance basic knowledge on the Minneapolis Institute of Art (Mia)

• Developed foundational knowledge of Mia • Attended museum tours and programs• Participated in division meetings• Developed an Informative Packet

• Objective Two: Develop a deeper understanding on the role of the Accessibility Team and the available resources at Mia

• Participated in division meetings• Attended Accessibility Team Meetings• Developed Informative Packet

• Objective Three: Expand knowledge on occupational therapy’s role when creating sensory-friendly environments for individuals with ASD and SPD

• Completed 11 continuing education units and a museum webinar • Engaged in site visits• Walker Art Center, Bell Museum, and Autism Society of Minnesota (AuSM)

• Objective Four: Collaborate with Mia’s Accessibility Team to develop and implement sensory-friendly strategies.

• Development of the following tools: • Mia’s Sensory Map, Visual Schedules (Picture with Text Support & Text

Support), Handout for Caregivers, Survey, Studio Sensory Kits, and Summer Class Social Narrative

• Reviewed and made modifications to Mia’s current Social Narratives • Facilitated staff trainings• Visitor Experience Team and Docents and Guides

• Provided recommendations for future programming and developing projects

• All four learning objectives were achieved

• Sustainable materials and training were developed during the Capstone Experience to increase museum access for visitors with ASD and SPD

• Collaboration with University of Southern California on a manuscript for the Sensory Integration & Processing Special Interest Section (AOTA, 2020)• Purpose is to provide education on occupational therapy’s role within a museum setting

• Providing organization-level occupational therapy consultation services is within an OT’s scope of practice (Umeda et al., 2017)

• The field of OT needs more research evaluating the impact of organization-level occupational therapy services within a museum setting (Umeda et al., 2017)

• Additional research is needed to identify the impact of the supports created to improve the museum experience for those with ASD and SPD

• Occupational therapy programs can form professional relationships with local museums to educate on the role of OT while also educating students on how to provide organization-level consultation services (Lussenhop et al., 2016; Silverman & Tyszka, 2017; Umeda et al., 2017)

American Occupational Therapy Association. (2020). Sensory integration & processing special interest section (SIS). Retrieved from https://www.aota.org/Practice/Manag e/SIS/Sensory-Integration-Processing.aspx

Ayres, A. J. (1974). The development of sensory integrative theory and practice. Dubuque, IA: Kendall Hunt.Ayres, A. J. (1989). Sensory integration and the child. Los Angeles, CA: Western Psychological Services.Baker, A. E., Lane, A., Angley, M. T., & Young, R. L. (2008). The relationship between sensory processing patterns and behavioural responsiveness in

autistic disorder: A pilot study. Journal of Autism and Developmental Disorders, 38, 867–875. http://dx.doi.org/10.1007/s10803-007-0459-0Baranek, G. T., David, F. J., Poe, M. D., Stone, W. L., & Watson, L. R. (2006). Sensory Experiences Questionnaire: Discriminating sensory features in

young children with autism, developmental delays, and typical development. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47, 591–601. http://dx.doi.org/10.1111/j.1469- 7610.2005.01546.x

Bates, B. (2016). Learning theories simplified: and how to apply them to teaching. Los Angeles: SAGE.Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., & Cermak, S. A. (2019). Update of a Meta-analysis of Sensory Symptoms in ASD: A New Decade of

Research. Journal of Autism & Developmental Disorders, 49(12), 4974–4996.https://doi-org.ezproxy.usd.edu/10.1007/s10803-019-04Centers for Disease Control and Prevention. (2019). Autism spectrum disorder (ASD) data & statistics. Retrieved from

https://www.cdc.gov/ncbddd/autism/data.htmlCole, M. B., & Tufano, R. (2008). Applied theories in occupational therapy: A practical approach. Thorofare, NJ: Slack, Inc.Fletcher, T., Anderson, S. J., Wagner, H., Linyard, M., & Nicolette, E. (2019). Caregivers’ perceptions of barriers and supports for children with sensory

processing disorders. Australian Occupational Therapy Journal, 66(5), 617–626. https://doi-org.ezproxy.usd.edu/10.1111/1440-1630.12601Fletcher, T. S., Blake, A. B., & Shelffo, K. E. (2018) Can sensory gallery guides for children with sensory processing challenges improve their museum

experience? Journal of Museum Education, 43(1), 66-77.Halbritter, J. (2020). Minneapolis Institue of Art/Courtesy of meet Minneapolis [Photograph]. Retrieved from https://www.hgtv.com/sweepstakes/hgtv-

urban-oasis/hgtv-urban-oasis-2019-behind-the-design/minneapolis-arts-and-parks-picturesKnowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy. Rev. and Updated. [Wilton, Conn.]: Association Press.Kulik, T.K. and Fletcher, T.S. (2016), Considering the museum experience of children with autism. Curator, 59, 27-38. doi:10.1111/cura.12143Langa, L. A., Monaco, P., Subramaniam, M., Jaeger, P., Shanahan, K., & Ziebarth, B. (2013). Improving the museum experiences of children with

autism spectrum disorders and their families: An exploratory examination of their motivations and needs using web-based resources to meet them. Curator: The Museum Journal, 56, 323–335. https://doi.org/10.1111/cura.12031

Law, M., Cooper, B., Strong, S., Steward, D., Rigby, R., & Letts, (1996). The person-environment-occupation model: A transactive approach to occupational performance. Canadaian Journal of Occupational Therapy, 63, 9-23.

Leichtman, J., Palek-Zahn, C., Tung, V., Becker, S., & Jirikowic, T. (2014). Developing inclusive museum environments for children with autism spectrum disorder and their families. Developmental Disability, 37(3), 1-3

Lussenhop, A., Mesiti, L., Cohn, E. S., Orsmond, G. I., Goss, J., Reich, C., Osipow, A., Pirri, K., Lindgren-Streicher, A. (2016). Social participation of families with children with autism spectrum disorder in a science museum. Museums & Social Issues, 11(2), 122-137, http://dx.doi.org/10.1080/15596893.2016.1214806

Pharham, L.D., Cohn, E.S., Spitzer, S., Koomar, J.A., Miller, L. Burke, J.P., et al. (2007). Fidelity in sensory integration intervention research. American Journal of Occupational Therapy, 61, 216 - 227.

Roley, S. S., Mailloux, Z., Parham, L. D., Schaaf, R. C., Lane, C. J., & Cermak, S. (2015). Sensory integration and praxis patterns in children with autism. American Journal of Occupational Therapy, 69, 6901220010. http://dx.doi.org/ 10.5014/ajot.2015.012476

Silverman, F., & Tyszka, A. C. (2017). Centennial Topics—Supporting participation for children with sensory processing needs and their families: Community-based action research. American Journal of Occupational Therapy, 71, 7104100010. https://doi.org/10.5014/ajot.2017.025544

Tomchek, S. D., & Dunn, W. (2007). Sensory processing in children with and without autism: A comparative study using the Short Sensory Profile. American Journal of Occupational Therapy, 61, 190–200. http://dx.doi.org/10.5014/ajot.61.2.190

Umeda, C. J., Fogelberg, D. J., Jirikowic, T., Pitonyak, J. S., Mroz, T. M., & Ideishi, R. I. (2017). Health Policy Perspectives—Expanding the implementation of the Americans With Disabilities Act for populations with intellectual and developmental disabilities: The role of organization-level occupational therapy consultation. American Journal of Occupational Therapy, 71, 7104090010. https://doi.org/10.5014/ajot.2017.714001(Halbritter, 2020)

• OTs have a unique role in being able to partner with museums to provide organization-level consultation services (Umeda et al., 2017)

• The chosen theoretical principles, PEO, SI, and andragogy, were appropriate throughout the Capstone Experience and facilitated positive outcomes (Ayres, 1974;1989; Knowles, 1980; Law et al., 1996)

• The established partnership between the OTS and Mia facilitated development of necessary supports to increase museum access for visitors with ASD and SPD