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EFFECTS OF SENSORY INTEGRATION ON MOTOR SKILLS IN K-3 STUDENTS WITH AUTISM by Vrinda Murphy This quasi-experimental study endeavored to determine whether or not Sensory Integration (SI) therapy has an effect on development of motor skills in children with autism. The intervention study included two participants who have a primary diagnosis of autism. For assessment, motor tasks were assessed in participants immediately following implementation of sensory stimuli. Results from the intervention study were compared to baseline assessments and identical exit assessments. It was hypothesized that outcomes of this study would support a relation between the implementation of Sensory Integration therapy and the development of motor skills. The intervention showed an increased ability of participants to complete motor tasks they were previously unable to perform. The survey showed an overwhelming agreement between professionals in the field regarding the effectiveness of SI in improving motor tasks. This study may be used to further enhance perceptions and use of SI to assist individuals in furthering their motor abilities. ACKNOWLEDGEMENTS This thesis would not have been possible without the support and encouragement of a select group of individuals. First and foremost, I would like to thank my fiance, Bryan, for the constant love and support he provided me with throughout my graduate school process; without him, this thesis would not exist. Secondly, I would like to thank my mother, Janet, for encouragement, advice, and much needed laughs throughout this process. Third, thanks to my father Angus, who provided support, assistance, and a great motivator for completing this work in a timely manner. Last, but certainly not least, I'd like to express my gratitude to Dr. Peg Hughes, and the rest of my committee, for the countless hours they put into helping me create the study presented to you today.

Effects of sensory integration on motor development in K-3 students with autism