title: The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum.
abstract: BACKGROUND
  Unusual reactions to sensory input now form part of the diagnostic criteria for autism. These features are common and can have an often-devastating impact on autistic individuals and their families. Yet there are few validated interventions that help to remediate or support autistic individuals' adverse sensory experiences. To date, both measurement of sensory experiences and the resulting interventions have been based on assumptions of neurological sensitivities and largely ignored the role of cognition. This study therefore sought to assess the feasibility of a new 8-week CBT-based group intervention for self-regulation of sensory processing difficulties.
  
  
  METHODS
  Seven cognitively able adolescents diagnosed with autism aged 11-16 years from one mainstream secondary school received the 8-week intervention. Measures of sensory reactivity, anxiety and repetitive behaviours were taken at baseline, post-intervention and follow-up, 8 weeks after the intervention had ceased. Semi-structured interviews and focus groups were also conducted with adolescents and their parents to examine further the acceptability of the intervention.
  
  
  RESULTS
  The results showed that the intervention itself was feasible - both in its implementation and its acceptability to participants. Qualitative analysis clearly showed that the intervention was effective in raising meta-conscious awareness and self-regulation in these autistic adolescents. Analysis of outcome variables showed no significant change over the intervention period, although effect sizes were moderate-to-large.
  
  
  CONCLUSIONS
  These preliminary results are encouraging and should inform the design of a future pilot randomized controlled trial to test its efficacy with a larger group of participants.
authors.affiliation: Triborough Educational Psychology and Consultation Service, London, UK; Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, UK. Electronic address: louiseedgington@gmail.com.
authors.forename: Louise
authors.initials: L
authors.lastname: Edgington
authors.affiliation: Department of Psychology and Human Development, UCL Institute of Education, University College London, UK.
authors.forename: Vivian
authors.initials: V
authors.lastname: Hill
authors.affiliation: Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, UK; School of Psychology, University of Western Australia, Perth, Australia. Electronic address: l.pellicano@ucl.ac.uk.
authors.forename: Elizabeth
authors.initials: E
authors.lastname: Pellicano
mesh_terms: D000293:Adolescent; D001007:Anxiety / Q000523:psychology; D000067877:Autism Spectrum Disorder / Q000523:psychology / Q000534:rehabilitation*; D002648:Child; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D005240:Feasibility Studies; D017144:Focus Groups; D006801:Humans; D008297:Male; D000067489:Metacognition; D010342:Patient Acceptance of Health Care; D011615:Psychotherapy, Group; D036301:Qualitative Research; D000068356:Self-Control / Q000523:psychology*; D012677:Sensation; D016896:Treatment Outcome
keywords: Autism; Cognitive behavioural therapy; Intervention; Self-regulation; Sensory