Sensory Processing and Attention Profiles Among Children With Sensory Processing Disorders and Autism Spectrum Disorders

Abstract

This study explores the differences in the profile of relationships between sensory processing and attention abilities among children with sensory processing disorder (SPD), autism spectrum disorder (ASD), and typically developing (TD) children. The Test of Everyday Attention for Children (TEA-Ch), a performance-based measure of attention, was administered to 69 children (TD: n = 24; SPD: n = 21; ASD: n = 24), ages 6-10 years. All participants' parents completed the Short Sensory Profile (SSP), a standardized parent-report measure of sensory-related behaviors. Discriminant analyses using the TEACh and the SSP domains revealed two classification functions; the first revealed that both clinical groups significantly differed from the TD group with greater sensory processing challenges in the categories of auditory filtering, under-responsive/seeks sensation, low energy/weak, and taste/smell sensitivity subscales of the SSP. The second function discriminated between the two clinical groups, indicating that children with ASD had significantly greater control and sustained attention deficits and less sensory issues than did children with SPD. Together, the two functions correctly classified 76.8% of the participants as to their group membership. The different profiles of sensory processing and attention abilities in children with SPD and ASD may provide guidance in identifying appropriate individualized therapeutic strategies for these children.

Sensory processing and eating behaviours in autism: A systematic review

“…The DSM‐V (APA, 2013) adopts one of the most common theoretical approaches to sensory processing that highlights patterns of hyper‐ and hypo‐sensitivities (Boyd et al., 2009; Marco et al., 2011) as well as sensory seeking behaviours (Ben‐Sasoon et al., 2009). These subtypes can refer to sensitivities at an individual sensory modality but are also hypothesised to apply across multiple sensory modalities (Tomchek et al., 2007; Crasta et al., 2020). This latter conceptualisation of sensory processing is in line with emerging evidence for differences in integrating sensory information across modalities in autism (Iarocci & Donald, 2006; Stevenson et al., 2015).…”

Mutual correlations between regulation disorders of sensory processing (RDSP) in school-age children

“…The correlation between auditory disorders and attention disorders is explained by the fact that auditory integration minimizes the risk of distractions and disorders of other cognitive functions [13]. Other authors pay attention to significant links between sensory processing disorders and disorders of cognitive attention [14,15], also in the case of disturbances related to movement -proprioception or balance [16,17]. The presented study indicates a relationship between the occurrence of RDSP and attention disorders, as well as an indirect relationship between movement and cognitive functions, which is mentioned many times in the literature [18][19][20].…”

Characteristics of Idiopathic Sensory Processing Disorder in Young Children

“…Findings were consistent with the abundance of literature documenting that children with SPD are less likely to participate, perform within age expectations, and derive enjoyment from their daily life activities and occupations even when study samples have included children without coexisting conditions ( Chien et al, 2016 ; Williams et al, 2018 ). Moreover, specific types of SPD are being linked to certain types of occupational performance deficits such as sensory hyper-responsivity being predictive of lower performance in activities of daily living ( Crasta et al, 2020 ).…”

“…Sensory processing and integration are complex neurodevelopmental functions allowing children to regulate, perceive, discriminate, and use sensory input experienced from the environment and internally from their bodies to effectively respond, learn, and adapt throughout daily life. Sensory processing disorder (SPD) has been described as a distinct neurodevelopmental disorder in the literature ( Schoen et al, 2009 ; Jorquera-Cabrera et al, 2017 ; Crasta et al, 2020 ) and has been recognized as its own diagnostic entity in the most recent version of the diagnostic classification of mental and developmental disorders of infancy and early childhood-revised (DC: 0–5, zero to three). Sensory processing abilities develop naturally and play important roles in child learning, behavior and emotional regulation, motor development, and task performance.…”