Sensory Responsiveness as a Predictor of Social Severity in Children with High Functioning Autism Spectrum Disorders

Hilton, Claudia; Harper, Jacquelyn D.; Kueker, Rachel Holmes; Lang, Andrea Runzi; Abbacchi, Anna M.; Todorov, Alexandre A.; LaVesser, Patricia

doi:10.1007/s10803-010-0944-8

Cited by 197 publications

(139 citation statements)

References 59 publications

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“…The current data link sensory performance differences to social behaviour differences, a connection which has recently been made elsewhere (Cosbey et al, 2010;Hilton et al, 2010). Whilst there is much work to do to definitively demonstrate causality between these outwardly disparate areas, it is evidently worthy of further investigation.…”

Section: Discussionsupporting

confidence: 54%

The Relationship between Sensory Sensitivity and Autistic Traits in the General Population

Robertson

Simmons

2012

J Autism Dev Disord

315

340

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Section: Discussionsupporting

confidence: 54%

The Relationship between Sensory Sensitivity and Autistic Traits in the General Population

Robertson

Simmons

2012

J Autism Dev Disord

315

340

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“…Individuals with ASD may engage more frequently in the latter due to difficulties in understanding social, unstructured, or novel situations [Lawson, Baron-Cohen, & Wheelwright, 2004], avoidance of novel or uncomfortable situations as a result of behavioral rigidities [e.g. insistence of routine; Gotham et al, 2013], withdrawal from social situations because of sociocommunicative impairments [Dawson & Lewy, 1989;Jawaid et al, 2012], or avoidance of particular situations or environments due to sensory sensitivities [Hilton et al, 2010;Laurent & Rubin, 2004]. These factors may cause difficulties in a second domain of ER, situation modification, where one is able to alter a situation in order to regulate potential emotional responses.…”

Section: Modal Model Of Ermentioning

confidence: 99%

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

2014

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Emotion regulation (ER) difficulties are a potential common factor underlying the presentation of multiple emotional and behavioral problems in individuals with Autism Spectrum Disorder (ASD). To provide an overview of how ER has been studied in individuals with ASD, we conducted a systematic review of the past 20 years of ER research in the ASD population, using established keywords from the most comprehensive ER literature review of the typically developing population to date. Out of an initial sampling of 305 studies, 32 were eligible for review. We examined the types of methods (self-report, informant report, naturalistic observation/ behavior coding, physiological, and open-ended) and the ER constructs based on Gross and Thompson's modal model (situation selection, situation modification, attention deployment, cognitive change, and response modulation). Studies most often assessed ER using one type of method and from a unidimensional perspective. Across the 32 studies, we documented the types of measures used and found that 38% of studies used self-report, 44% included an informant report measure, 31% included at least one naturalistic observation/behavior coding measure, 13% included at least one physiological measure, and 13% included at least one open-ended measure. Only 25% of studies used more than one method of measurement. The findings of the current review provide the field with an in-depth analysis of various ER measures and how each measure taps into an ER framework. Future research can use this model to examine ER in a multicomponent way and through multiple methods. Autism Res 2014, 7: 629-648 [American Psychiatric Association, 2013], and there is considerable evidence that the majority also struggle with associated emotional problems. For instance, in a population derived cohort of 5-to 16-year-olds, Totsika, Hastings, Emerson, Lancaster, and Berridge [2011] found that 85% of youth with ASD without an intellectual disability (ID) had clinically significant levels of hyperactivity, 74% of emotional problems, and 64% of conduct problems, compared to much lower rates in a typically developing comparison group (19% hyperactivity, 18% emotional problems, and 22% conduct problems). Further, youth with ID and ASD had higher rates of emotional disorders than those with only ID (88% vs. 63% for hyperactivity, 71% vs. 42% for emotional problems, and 65% vs. 46% for conduct problems, respectively). There is also considerable co-occurrence of multiple emotional problems in individuals with ASD. Approximately 40-50% of youth with ASD are estimated to meet criteria for two or more psychiatric disorders, often combining attentional or behavioral problems (e.g. ADHD) with internalizing problems (e.g. anxiety disorder), even after taking into account symptoms that may be related to core ASD sociocommunicative and behavioral symptoms [Leyfer et al., 2006;Simonoff et al., 2008].

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“…Indeed, more than 90% of those with autism have sensory abnormalities, expressed as oversensitivity, unresponsiveness, or sensory-seeking behaviors, which persist across all ages and IQ levels (Ben-Sasson et al, 2009;Hilton et al, 2010;Kern et al, 2007;Leekam et al, 2007;Tomchek & Dunn, 2007;Watling et al, 2001).…”

Section: Sensory Abnormalities In Autismmentioning

confidence: 99%

“…Not only is sensory processing dysfunction correlated with both maladaptive behaviors and autism severity (Kern et al, 2007;Lane et al, 2010), but touch and olfactory issues are strong predictors of both atypical social behaviors and poor social communication skills in children with autism (Bennetto, Kuschner, & Hyman, 2007;Hilton et al, 2010).…”

Section: Sensory Abnormalities In Autismmentioning

confidence: 99%

Environmental enrichment as an effective treatment for autism: A randomized controlled trial.

Woo¹,

Leon²

2013

Behavioral Neuroscience

133

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Enriched sensorimotor environments enable rodents to compensate for a wide range of neurological challenges, including those induced in animal models of autism. Given the sensorimotor deficits in most children with autism, we attempted to translate that approach to their treatment. In a randomized controlled trial, 3-12 year-old children with autism were assigned to either a sensorimotor enrichment group, which received daily olfactory/tactile stimulation along with exercises that stimulated other paired sensory modalities, or to a control group. We administered tests of cognitive performance and autism severity to both groups at the initiation of the study and after 6 months. Severity of autism, as assessed with the Childhood Autism Rating Scale, improved significantly in the enriched group compared to controls. Indeed, 42% of the enriched group and only 7% of the control group had what we considered to be a clinically significant improvement of 5 points on that scale. Sensorimotor enrichment also produced a clear improvement in cognition, as determined by their Leiter-R Visualization and Reasoning scores. At 6 months, the change in average scores for the enriched group was 11.3 points higher than that for the control group. Finally, 69% of parents in the enriched group and 31% of parents in the control group reported improvement in their child over the 6-month study. Environmental enrichment therefore appears to be effective in ameliorating some of the symptoms of autism in children.

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Sensory Responsiveness as a Predictor of Social Severity in Children with High Functioning Autism Spectrum Disorders

Cited by 197 publications

References 59 publications

The Relationship between Sensory Sensitivity and Autistic Traits in the General Population

The Relationship between Sensory Sensitivity and Autistic Traits in the General Population

A Systematic Literature Review of Emotion Regulation Measurement in Individuals With Autism Spectrum Disorder

Environmental enrichment as an effective treatment for autism: A randomized controlled trial.

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