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Focus on Autism and Other Developmental Disabilities
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Snoezelen®

Empirical Review of Product Representation

Betsy H. Botts

University of West Florida, Pensacola, bbotts{at}uwf.edu

Patti A. Hershfeldt

Johns Hopkins University, Baltimore

Robyn J. Christensen-Sandfort

University of West Florida, Pensacola

The purpose of this study was to critically review the empirical evidence surrounding three assertions presented by FlagHouse concerning Snoezelen® environments in day school public education settings. Given the absence of empirical literature examining the use of Snoezelen® in day school settings, the authors analyzed five studies that were conducted in residential settings. Findings indicate inconsistent effects of Snoezelen® environments on observable behavior, generalization of behaviors, and relaxation. With the increasing use of Snoezelen® in the American educational system, investigation of its efficacy is needed, particularly because of recent legislation calling for reliance on evidence-based practices. With the current paucity of empirical research, Snoezelen® environments do not meet the standards of evidence-based practice.

Key Words: Snoezelen • sensory • empirical

Focus on Autism and Other Developmental Disabilities, Vol. 23, No. 3, 138-147 (2008)
DOI: 10.1177/1088357608318949
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