EARLY SENSORY INTERVENTION OF THE ADAPTIVE BEHAVIOR OF LEARNERS WITH AUTISM SPECTRUM DISORDER

Authors

Jane W. Calunod

Abstract

This study aimed to determine the relationship between early sensory interventions—focusing on communication, socialization, and daily living skills—and the adaptive behaviors of autistic learners in the Division of Ozamiz City during the 2024–2025 academic year. Using a surveycorrelational design, data were gathered from 60 participants and analyzed through weighted means, standard deviations, and Spearman's Rank-Order Correlation. Findings concluded that teachers were key in facilitating children's development by addressing sensory processing challenges and improving their ability to interpret sensory information. They created engaging environments and provided tailored, sensory-focused activities to support the development of appropriate responses to sensory inputs. Teachers recognized adaptive behaviors—effective communication, social interaction, and independent daily living—as essential skills that help learners navigate social, intellectual, and practical domains. Special education teachers perceived these behaviors as critical for students' engagement, responsibility management, and adjustment to various situations. Teachers who consistently implemented early sensory interventions observed more frequent adaptive behaviors among autistic learners. In contrast, limited intervention use was associated with fewer observable adaptive outcomes.

Keywords

early sensory intervention, adaptive behavior, autism, communication, socialization, daily living skills, special education