A Study on the Use of SENcastle in Working with Children with Developmental Disabilities

A New Way of Sensory Support

In the modern approach to working with children with developmental disorders, increasing emphasis is placed on sensory stimulation and individually tailored interventions that align with each child’s unique characteristics and needs. Technological advancements have enabled the development of specialized tools such as SENcastle – a mobile, compact sensory room that provides a rich and structured environment for play, learning, and therapeutic engagement. Designed to promote self-regulation, social, and cognitive development, SENcastle is becoming an increasingly popular choice among professionals working with children with developmental disorders. In this blog, we present the results of a user satisfaction study on SENcastle in Croatia, along with a critical analysis of its impact on child development.

Professionals and Institutions Using SENcastle

The study involved 37 professionals from various regions of Croatia, including special education teachers, speech and language therapists, psychologists, occupational therapists, and early childhood educators. All participants had used SENcastle for at least one year, providing greater reliability of the results based on 12 months of experience. Thanks to its features, SENcastle is applicable in various settings, as it can be adapted to different therapeutic and educational goals. Our research findings support this, which show that it is used in numerous institutions such as kindergartens, regular primary schools, special schools, clinics, and private practices.

User Population and Their Developmental Characteristics

Most professionals use SENcastle when working with preschool-aged children (3–6 years) and early school-aged children (7–10 years). In contrast, fewer participants used SENcastle with children over 10. The study included a total of 475 children. The children who use SENcastle most often have diagnoses such as autism spectrum disorder (ASD), intellectual disabilities, ADHD, motor difficulties, and multiple impairments. This user profile corresponds to a population for whom sensory integration, a structured environment, and a sense of safety are key elements for effective intervention.

Method and Frequency of Use

Professionals typically use SENcastle several times a week in individual sessions, although some also include small groups of children. On average, a single session lasts 5–15 minutes, which is the optimal duration for maintaining attention and preventing sensory overload. Due to its flexible design, SENcastle is used in various therapeutic activities. For example, some professionals use it as an introductory activity to planned therapeutic work, others as a tool to support emotional self-regulation, as a reward for cooperation and effort during cognitively demanding tasks, or as a space to stimulate cognitive and language skills through the use of sensory cards and the provision of high-quality sensory input.

Noticeable Changes Across Different Developmental Areas

The research shows that professionals observe the most noticeable changes in attention, self-regulation, and social interaction. SENcastle encourages children to explore independently, make choices, and take initiative—factors that have proven crucial in the development of children with autism (ASD) and ADHD. Children also show improved language expression, understanding instructions, and participating in structured tasks. These results align with the theory of sensory integration (Ayres, 2005), which states that properly organized sensory input can positively influence functional behaviors. The findings are also consistent with the work of Schaaf and Mailloux (2015), who emphasize the importance of multisensory stimulation in therapeutic approaches for children with developmental disabilities.

Preferred Sensory Content

When using SENcastle, professionals most frequently report using sensory cards focused on relaxation and stimulation, followed by cards with educational content, and interactive sensory cards that allow for maximum individualization based on each child's planned activity or the individual needs and preferences.

The vibrating pillow definitely receives the most attention when it comes to sensory pillows. As many as 77.30% of respondents identified it as their first choice. Additionally, 54.50% of participants selected the tactile “house” pillow as their second choice, which, with its cheerful, colorful design and varied textures, offers a rich tactile experience. These results indicate that users are often seeking more intense sensory input. Professionals use this type of input through sensory pillows to plan individualized activities that not only meet sensory needs but also ease transitions, reduce anxiety and enhance concentration during participation.

Professional Satisfaction and Children's Experience

Respondents expressed high levels of satisfaction with the use of SENcastle. As many as 95% of professionals rated the system as a "very effective" or "excellent" tool in their work with users. Children show curiosity and enthusiasm from their first encounter with the technology, and most quickly develop a sense of safety and comfort. Some study participants noted that parents observed positive changes in their children's behavior and increased interest in activities at home. Professionals emphasize that SENcastle requires no additional technical training, is easy to use, and does not pose obstacles in the therapeutic process, making it especially suitable for use in institutions with limited resources.

The Future of Sensory Integration and Assistive Technology in Inclusive Environments

Based on the research results, SENcastle emerges as a valuable tool that not only complements existing methods for working with children with developmental disabilities but also opens up new possibilities for innovative, motivating, and practical approaches. Integrating technological solutions like SENcastle into everyday practice contributes to the improved development of emotional self-regulation and better social and cognitive skills, ultimately leading to greater inclusion of children in the educational system and broader social environment. Numerous studies confirm the importance of multisensory integration in developing cognitive and socio-emotional skills in children with autism and other neurodevelopmental disorders (Baranek et al., 2013; Dunn, 2007). Solutions like this represent the direction in which therapeutic and educational practices are increasingly heading in inclusive communities, helping to build a society that embraces neurodiversity.

References:

· Ayres, A. J. (2005). Sensory Integration and the Child. Western Psychological Services.

· Baranek, G. T., et al. (2013). Sensory Features in Autism: A Factor Analytic Investigation. Journal of Autism and Developmental Disorders.

· Dunn, W. (2007). Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge. Infants & Young Children.

· Schaaf, R. C., & Mailloux, Z. (2015). Clinician’s Guide for Implementing Ayres Sensory Integration. American Journal of Occupational Therapy.