Sensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features

Abstract

Background Sensory features are highly prevalent and heterogeneous among children with ASD. There is a need to identify homogenous groups of children with ASD based on sensory features (i.e., sensory subtypes) to inform research and treatment. Methods Sensory subtypes and their stability over one year were identified through latent profile transition analysis (LPTA) among a national sample of children with ASD. Data were collected from caregivers of children with ASD ages 2-12 years at two time points (Time 1 N=1294; Time 2 N=884). Results Four sensory subtypes (Mild; Sensitive-Distressed; Attenuated-Preoccupied; Extreme-Mixed) were identified, which were supported by fit indices from the LPTA as well as current theoretical models that inform clinical practice. The Mild and Extreme-Mixed subtypes reflected quantitatively different sensory profiles, while the Sensitive-Distressed and Attenuated-Preoccupied subtypes reflected qualitatively different profiles. Further, subtypes reflected differential child (i.e., gender, developmental age, chronological age, autism severity) and family (i.e., income, mother's education) characteristics. Ninety-one percent of participants remained stable in their subtypes over one year. Conclusions Characterizing the nature of homogenous sensory subtypes may facilitate assessment and intervention, as well as potentially inform biological mechanisms.

Altered nocifensive behavior in animal models of autism spectrum disorder: The role of the nicotinic cholinergic system

“…Some of those restricted patterns of behavior or activities can be related to alterations in response to sensory input, as indicated in the diagnostic criteria for ASD in the Diagnostic and Statistical Manual of Mental Disorders – 5 th edition (DSM-5) (American Psychiatric Association, 2013). Caretakers and clinicians alike have long recognized that individuals with ASD have altered responses to sounds, tastes, texture, smells, and/or apparent indifference to noxious stimuli (American Psychiatric Association, 2013; Ausderau et al, 2014a; Ausderau et al, 2014b; Ausderau et al, 2016; Patten et al, 2013). Studies using standardized scales to evaluate sensory phenotypes show that ASD individuals can display a spectrum of sensory response alterations with three predominant patterns.…”

Can sharing education between home and school benefit the child with autism?

“…Four of the parents report differences in sensory processing in their children (DN, SS, GE, and TE) and, although 216 it is not identified specifically by CY, her son Coby makes report of sensory issues in his mini-interview. These findings are in line with current research which suggests the impact of sensory processing differences in autism (for example, Bogdashina 2001Bogdashina , 2016Little et al, 2015;Ausderau et al, 2014). and the active addressing of ways to decrease sensory sensitivities is identified as one of the homeschooling goals by Hurlbutt (2011).…”

“…Understanding of this element of autism is not new; sensory symptoms featured in the original descriptions of autism (Asperger, 1944;Kanner, 1943), and were further explored by Wing (1979), and Hermelin and O'Connor (1970). However, awareness of the part that sensory 22 differences play in the difficulties experience by pupils with autism in school has increased during this century, not least through eloquent accounts written by people with autism (for example, Grandin, 2000;Jackson, 2002;Williams, 1998) and discussed in a range of research (for example, Bogdashina 2001Bogdashina , 2016Jones et al, 2003;Little et al, 2015;Ausderau et al, 2014).…”

“…Proposition 1: Shared education may address issues of sensory processing differences in the autistic child (for example, Wing, 1979;Hermelin and O'Connor, 1970;Jones, Quigney & Huws, 2003;Iarocci & McDonald, 2006;Leekam et al, 2007;Grandin, 2000;Jackson, 2002;Williams, 1998;Bogdashina 2001Bogdashina , 2016Jones et al, 2003;Little et al, 2015;Ausderau et al, 2014).…”

An ontology for Autism Spectrum Disorder (ASD) to infer ASD phenotypes from Autism Diagnostic Interview-Revised data

“…This, in turn, implies that studying the relationships between risk factors and manifestations of ASD subgroups could point to different mechanisms of disorder development. Previous studies have detected sub-groups of ASD [49] which differ in their manifestations [50] and in genetic [51] and environmental risk factors [38–44]. The ontology presented here enables examination of phenotypes and environmental risk factors.…”