Sensory processing and engagement: a systematic review

Abstract

Abstract The ability of children to organize themselves sensorially in a school environment to remain engaged in their routine activities has been minimally explored by occupational therapists. This study aimed to identify research on sensory processing and engagement carried out by occupational therapists over the past decade. Moreover, it seeks to analyze the depth and quality of discussions regarding the relationship between sensory processing and children’s engagement in their occupations. A systematic review was conducted utilizing the descriptors: sensory processing, engagement, and occupational therapy. These descriptors were combined through the AND operator in the VHL, PubMed, and Web of Science databases. Included articles, whether in English or other languages, defined and measured sensory processing; highlighted a relationship between child sensory processing and occupational engagement; were published within the past 10 years (2008 to 2018); underwent peer-review; are available in full; involved participants aged 0 to 7 years; and were authored by occupational therapists. The review process was performed by two authors using predefined data fields, which included study quality indicators. The results identified a mere nine articles on this specific theme. An assessment based on the OT Seeker scale revealed scores of moderate magnitude. This suggests a pressing need for occupational therapists to invest in the expansion of discerning research, aiming to elevate scientific evidence regarding the relationship between sensory processing and occupational engagement.