Handling Learners with Autism Spectrum Disorder: Exploring Classroom-Based Sensory Interventions to Support Adaptive Behavior

Abstract

Adaptive behavior difficulties among learners with autism spectrum disorder are a challenge. The study explored the classroom-based sensory interventions of teachers. It applied a descriptive qualitative research design, in-depth interviews, purposive sampling, and thematic analysis. Conversations with five teachers revealed limited knowledge, resource constraints, uncertainty in addressing sensory needs, and difficulties in managing behavior. Despite these, teachers applied flexible strategies such as routines, de-escalation, instructional adjustments, sensory supports, and collaboration, reflecting a regulation-focused approach that emphasized learner readiness and the gradual development of adaptive behavior. The findings highlighted the need to strengthen school support systems through improved policies, resources, collaboration, and recognition of learners’ behavioral development. Future research may use experimental and mixed-methods approaches to explore further the relationship between classroom-based sensory interventions and adaptive behavior in real school settings.