{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,4]],"date-time":"2026-10-04T18:24:08Z","timestamp":1791138248145,"version":"4.1.0"},"reference-count":56,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2025,12,3]],"date-time":"2025-12-03T00:00:00Z","timestamp":1764720000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["American Journal of Occupational Therapy"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Sensory processing is a vital precursor for students to engage successfully in the school environment. Sensory activities, such as movement breaks, can be strategically scheduled into the school day by the educational team, including occupational therapy practitioners, to help students with self-regulation and academic demands.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objective<\/jats:title>\n                    <jats:p>To synthesize the evidence regarding the impact of sensory activity schedules on school performance and behavior of students who have documented sensory processing differences.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Data Sources<\/jats:title>\n                    <jats:p>PubMed, CINAHL, ERIC, Embase, ProQuest Central, and Web of Science databases.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines were followed to search for and select articles. Nine articles were found that met inclusion criteria: two Level 2b studies and seven Level 4 studies. The studies examined how a sensory activity schedule affects a student\u2019s school performance or behavior. The outcome measures were categorized as disruptive behavior, on-task behavior, cognitive strategy use, and task mastery. Although sensory activity schedules have the potential to benefit a student\u2019s school performance or behavior, the current strength of evidence is low.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions and Relevance<\/jats:title>\n                    <jats:p>Occupational therapy practitioners may advocate incorporating sensory activities into a student\u2019s daily routine to improve school-related outcomes; however, with the current body of evidence, clinical reasoning and individualized progress monitoring are essential to track the intervention\u2019s efficacy. Additional research is needed to build more substantial evidence to support occupational therapy practitioners\u2019 use and promotion of sensory activity schedules with students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.5014\/ajot.2025.051334","type":"journal-article","created":{"date-parts":[[2025,12,3]],"date-time":"2025-12-03T14:04:53Z","timestamp":1764770693000},"page":"61-70","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":4,"title":["Impact of Sensory Activity Schedules on School Performance of Students With Sensory Processing Differences: A Systematic Review"],"prefix":"10.1177","volume":"80","author":[{"given":"Kaylee","family":"Latifi","sequence":"first","affiliation":[{"name":"Kaylee Latifi, OTD, MEd, OTR\/L, is Licensed Occupational Therapist, Henderson, NV."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kaila","family":"Patterson","sequence":"additional","affiliation":[{"name":"Kaila Patterson, OTD, OTR\/L, is School-Based Occupational Therapist, Clark County School District, Las Vegas, NV."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"John V.","family":"Rider","sequence":"additional","affiliation":[{"name":"John V. Rider, PhD, OTR\/L, BCPR, BCG, MSCS, ATP, is Associate Professor, Department of Communication Disorders and Occupational Therapy, College of Education and Health Professions, University of Arkansas, Fayetteville, and Associate Professor, College of Health Professions, University of Arkansas for Medical Sciences, Fayetteville."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cynthia","family":"Lau","sequence":"additional","affiliation":[{"name":"Cynthia Lau, PhD, OTR\/L, BCP, is Professor, Occupational Therapy, Touro University Nevada, Henderson, and Adjunct Professor, Department of Occupational Therapy, Baylor University, Waco, TX;"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2025,12,3]]},"reference":[{"key":"e_1_3_3_2_1","first-page":"7112410010","article-title":"Guidelines for occupational therapy services in early intervention and schools","volume":"71","author":"American Occupational Therapy Association","year":"2017","unstructured":"American Occupational Therapy Association. 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