Socialization and Emotional Regulation Challenges in Children with Autism during Sensory Integration Therapy

Abstract

Children with autism commonly experience challenges in socialization and emotional regulation, which may hinder their engagement in therapeutic and educational activities. This study aimed to explore socialization barriers, emotional regulation processes, therapist intervention strategies, and parental involvement in the context of Sensory Integration therapy for children with autism at Bundaku Autism Clinic Center. This study employed a descriptive qualitative approach. Data were collected from a therapist with extensive experience in autism intervention through in-depth interviews, direct observation of therapy sessions, and analysis of supporting documentation, including children’s developmental records. Data were analyzed thematically using procedures of data reduction, data display, and conclusion drawing to identify meaningful patterns related to therapeutic processes and outcomes. The findings revealed four interrelated themes: (1) prolonged adaptation and social withdrawal during the early stages of therapy, (2) gradual development of emotional regulation through consistent Sensory Integration therapy, (3) the use of responsive and reinforcement-based therapeutic strategies, and (4) parental involvement as a sustaining mechanism for therapeutic outcomes. Children who initially exhibited tantrum behaviors, limited social engagement, and difficulty following instructions showed improved emotional stability, increased social responsiveness, and greater participation in therapeutic activities. These improvements were strengthened by consistent collaboration between therapists and parents, particularly through the continuation of therapeutic practices in the home environment. The study concludes that Sensory Integration therapy is effective in supporting social-emotional development and independence among children with autism when implemented consistently and collaboratively. The findings emphasize the importance of therapist–parent partnerships in enhancing and sustaining therapeutic outcomes, offering valuable implications for special education and autism intervention practices.