References: Sensory Stimulation

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References

Allen, A. P., & Smith, A. P. (2015). Chewing gum: Cognitive performance, mood, well-being, and associated physiology. BioMed Research International, 2015, Article 654806.

Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils' learning. Building and Environment, 59, 678–689.

Evans, G. W. (2006). Child development and the physical environment. Annual Review of Psychology, 57, 423–451. h

Hansen, A. K., Hansen, E. R., Hall, T., Fixler, M., & Harlow, D. (2017). Fidgeting with fabrication: Students with ADHD making tools to focus. In Proceedings of the 7th Annual Conference on Creativity and Making in Education. Palo Alto, CA: Association for Computing Machinery.

Hirano, Y., Obata, T., Kashikura, K., Nonaka, H., Tachibana, A., Ikehira, H., ... & Onozuka, M. (2008). Effects of chewing on cognitive processing speed. Brain and Cognition, 68(2), 162–170.

Graziano, P. A., Garcia, A., & Landis, T. D. (2022). Using fidget spinners to improve on-task classroom behavior for children with ADHD. Journal of Attention Disorders, 26(3), 435–442.

Green, S. A., & Ben-Sasson, A. (2010). Anxiety disorders and sensory over-responsivity in children with autism spectrum disorders: Is there a causal relationship? Journal of Autism and Developmental Disorders, 40(12), 1495–1504.

Kercood, S., Grskovic, J. A., Lee, D. L., & Emmert, S. (2007). The effects of fine motor movement and tactile stimulation on the math problem solving of students with attention problems. Journal of Behavioral Education, 16(4), 303-310.

Kinnealey, M., Pfeiffer, B., Miller, L. J., Roan, C., Shoener, R., & Ellner, M. L. (2012). Effect of classroom modification on attention and engagement of students with autism or dyspraxia. American Journal of Occupational Therapy, 66(5), 511–519.

Kuhaneck, H. M., & Kelleher, J. (2015). The classroom sensory environment assessment as an educational tool for teachers. Journal of Occupational Therapy, Schools, & Early Intervention, 8(2), 153–166.

Mangeot, S. D., Miller, L. J., McIntosh, D. N., McGrath-Clarke, J., Simon, J., Hagerman, R. J., & Goldson, E. (2001). Sensory modulation dysfunction in children with attention-deficit–hyperactivity disorder. Developmental Medicine & Child Neurology, 43(6), 399–406.

McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959.

Rains, J. R., Kelly, C. A., & Durham, R. L. (2008). The evolution of the importance of multi-sensory teaching techniques in elementary mathematics: Theory and practice. Journal of Theory & Practice in Education, 4(2) 239-252.

Singer, K. (2015). Sensory processing disorders in elementary school: Identification and management strategies for teachers in the inclusive classroom (Unpublished master's thesis). University of Ontario, Canada.

Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory needs of young children. Young Children, 68(2), 34-43.

Worthen, E. (2010). Sensory-based interventions in the general education classroom: A critical appraisal of the topic. Journal of Occupational Therapy, Schools, & Early Intervention, 3(1), 76-94.