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    Sensory Processing and Autism

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    Paulina
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    © All Rights Reserved
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    Sensory Processing and Classroom Emotional, Behavioral, and Educational Outcomes in Children With Autism Spectrum Disorder KEY WORDS + autism + pediatios + pervasive development disorders + school + sensory J Ashburner, BOe=Thy, PHO, is Principal Resch ‘ad Deeper Oe, Asm Ones, PO Box 5A, Suntan Oyen, stale 08a) aus camay Jeny Ziviani, BApPSe (OT), BA, MEd, PhO, ‘soda Pros, Dison cf Oonpatinal Tay, Sol of ath an Rebabitaion Since, The Unversiy oi Oueeard, usta Sylvia Rodger, BOceThy, MEWS, PO, is ssoate Pres, Dison of Oeupaioal Thay, Stl sf Heath and Retain Science, Te Universo useing, Astaa, 564 Jill Ashburner, Jenny Ziviani, Sylvia Rodger OBJECTIVE. We explore assciatons beeen sensory proctssingand classroom emotion behavior, and edcaonal outcomes of children wth autism spcrum disorder (ASD) (METHOD. Twenty-eight chilean with ASD (ith averagerange 0) wee compared wit St age-and gender ‘matched typi developing neers onsensry processing and educational outcomes. RESULTS, For chien win ASD, the Shon Sensory Profle scores UndentesponsveSeeks Sensation and AuloryFitering explained 47% fhe variance in academic perfomance, yt estimated ialigence was not 2 ‘ignican predictor ot academic periomance Signa nepaive carlton wee found betwen (1) auditory ‘texng and iraention to cognve aks, (2) tactile hypesensitvly and hyperactivity and ination, and 3) ‘movement senstvty and oppositional bear. CONCLUSION. & pte of autory iting itcutes, sensory underesponsiveness, nd sensory s8eh- ing was associated win acaderc underachievement inthe cite with ASD. Chilgren who ave dificuty processing vet nsructon innoisy environments and who olen focus on sensory-seking behaviors appear moe lel to underaciew academically. ou Zhen J, 8 Pg, S200) Sersuy process and ctssoam ential, beter and educaonal tomes in chien nt asm spec srr, American Juma of Coupon Thay, 62, 64-573, utism spectrum disorder (ASD) is an umbrella term used to describe autistic disorder and milder variants such as Asperger syndrome and pervasive devel- ‘opmental disorders: not otherwise specified (American Academy of Pediactics, 2001). Diagnostically, people with ASD have social and communication impair- _ments, restricted interests, and repetitive behaviors (American Psychiatric Association, 2000). Although not included in the currenc diagnostic criteria, studies using care~ giver questionnaires have consistently found children with ASD to exhibit atypical behavioral responses co sensory input (Baranek, David, Poe, Stone, & Watson, 2006; Rogers, Hepburn, & Wehner, 2003; Tomchek & Dunn, 2007). Recently developed teacher questionnaires have also differentiated the sensory responses of children with ASD in the classroom from those of typically developing children (Dunn, 2006; Miller Kuhaneck, Henry, 8¢ Glennon, 2007). Associations have been found berween atypical sensory processing and behavioral and emotional problems (Baker, Lane, Angley, & Young, 2008) and sensory overrcactivity and anxiety (Pfeiffer, Kinnealey, Reed, & Herzberg, 2005). The educational progress of children with ASD can be affected by their limited capacity to selF regulate their emotional and behavioral responses and remain on task (Faves & Ho, 1997). Maladaptive responses to classroom sensory environments have been assumed to underlie some ‘of this bchaviar (Anderson, 1998; Myles, Cook, Miller, Rinner, &¢ Robbins, 2000). However, the relationship berween the atypical sensory responses of children with September/Ocrober 2008, Volume 62, Number 5 ASD and their classroom emotional, behavioral, and educa- tion outcomes has not been explored. A theoretical model of sensory modulation developed by Duna (1999) proposes an interaction berween neurologi- cal sensory thresholds and behavioral responses. The sensory~ processing patterns proposed in Dunn’s (1999) model have been linked to arousal, attention, affect, and activity by ‘Williamson and Anzalone (2001). People with ASD have been found to be atypically slow in reorienting their attention between visual and auditory stimuli (Courchesne et al., 1994) and between visual stim- uli in different spatial locations (Belmonte & Yurgelun- Todd, 2003; Landry & Bryson, 2004; ‘Townsend, Courchesne, & Egaas, 1996; Wainwright & Bryson, 1996). Arypical slowness in reorienting attention is thought to con- tribute to (1) a preference for static, predictable, repetitive sensory stimuli (such as objects) over changing and unpre- dictable stimuli (such as social partners and social settings; Courchesne etal., 1994) and (2) narrow, overfocused ateen- tion on particular sensory stimuli (Gomot et al., 2006; Townsend et al., 1996). Liss, Saulnier, Pein, and Kinsbourne (2006) found significant associations between overfocused attention and sensory hypersensitivity in people with ASD. Arrecent review by Mortron, Dawson, Soulieres, Hubert, and Burack (2006) contrasted the relative strengths of people with ASD when performing static visuospatial tasks wich their deficits in the perception of neurologically defined complex visual stimuli. For example, they have been found ‘have intact or enhanced performance on static visuospatial tasks, including block design (Shah & Frith, 1993), repro- duction of impossible figures (Moreron, Belleville, & Menard, 1999), and visual sarch tasks (Riordan, Plaisced, Driver, 8 Baron-Cohen, 2001). These findings contrast with their deficits in the performance of some “complex” motion tasks, including the perception of motion defined by contrast or texture (Bertone, Mottron, Jelenic, &¢ Fauberc, 2005), the perception of moving patterns in coherent dot displays (Mille eral, 2002), and the perception of biological ‘movement (Blake, Turner, Smoski, Pozdol, & Stine, 2003). In this context, “complexity” is defined in terms of the hiet- archical neural organization of the visual cortex rather than the difficulty ofthe ask. Neurologically “complex” tasks are processed in the anterior regions ofthe visual cortex, whereas “simple” tasks are processed in the more posterior regions (Bercone eta, 2005). Davis, Bockbrader, Murphy, Herrick, and O'Donnell (2006) also found that children with ASD performed more poorly than eypically developing children on motion dis-

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