Multisensory strategies to improve attention to students with autism

Abstract

Introduction: This study analyzes multisensory strategies to improve attention and learning in students with level 1 autism spectrum disorder (ASD), in response to the need for inclusive educational practices that address their sensory and communication needs. Materials and methods: A mixed-methods approach with a concurrent triangulation design was used at the "Unidos Venceremos" Educational Unit (2024-2025). Two observation guides were applied to 12 students with ASD and 27 teachers, and the data were processed using SPSS, ATLAS.ti, and artificial intelligence as complementary support. Results: 66.67% of teachers always use visual stimulation, while strategies such as auditory (59.26%) and olfactory (74.07%) stimulation are mostly ignored. 41.67% of students showed favorable performance in responding to instructions, using materials, and academic achievement. Auditory and tactile stimulation showed strong and positive correlations with attention, social interaction, and autonomy. Discussion: The findings reveal a limited and undiversified application of multisensory strategies, consistent with the literature that points to shortcomings in teacher training for effective inclusion. Conclusions: The positive influence of multisensory strategies is confirmed, and a feasible strategy of five sensory activities is proposed to optimize attention and learning, although the limitation of the non-probability sample is acknowledged.