The use of multi-sensory environments with autistic young people, and with children with socio-emotional, cognitive, and behavioural differences

Dyer, Ari 2025. The use of multi-sensory environments with autistic young people, and with children with socio-emotional, cognitive, and behavioural differences. PhD Thesis, Cardiff University. Item availability restricted.

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Abstract

Multi-Sensory Environments (MSEs) contain equipment for sensory stimulation and are often used to support autistic pupils. However, there has been little exploration of the impact of MSEs on autistic pupils in mainstream schools, and no investigation into the perspectives of autistic pupils. Chapter 2 explored autistic pupils’ self-reported experiences of using MSEs in mainstream schools. They described that self-directed MSE use supported their emotion regulation and learning, and reduced sensory overwhelm. They appreciated adaptability of equipment and used MSEs both for their sensory components and for broader activities. I further observed autistic pupils conducting behaviours consistent with “turning off” and relaxing, sensory seeking and defence, and stimming. MSEs have the potential to support pupils with varying needs. The ‘missing middle’, are children that experience socio-emotional, cognitive and behavioural differences but do not have a diagnosis, which limits their access to support. Chapter 3 described the sensory profile of children who experience socio-emotional, cognitive and behavioural differences without diagnosis, and explored its relationship with these differences. I identified a high prevalence of sensory differences across sensory responsivity, modality and context (social or non-social). These sensory differences were highly inter-related with socio-emotional, cognitive and behavioural differences. It is not known how children who experience socio-emotional, cognitive and behavioural differences without diagnosis use MSEs. Therefore, I conducted an exploratory investigation into how these children chose to use a lab-based MSE (Chapter 4). They engaged meaningfully with the room and enjoyed using it, producing 3 behaviours reflecting exploration, sensory seeking and stimming, social interaction, and expressions of positive affect. Finally, MSE equipment preferences of these children were not related to their sensory responsivity (Chapter 5). My findings demonstrate that MSEs are a valuable support tool for autistic pupils in mainstream schools and have the potential to support children in the missing middle.

Item Type:	Thesis (PhD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	24 August 2026
Last Modified:	24 Aug 2026 13:02
URI:	https://orca.cardiff.ac.uk/id/eprint/189122

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