Tactile and hearing sensitivity of children with and without autism using the sensory profile and DSM-5

Abstract

Background: Children with autism in their characteristics show a series of unusual reactions to stimuli in all areas of the sensory system. Aim:The aim of this paper was to compare the tactile and auditory processes, i.e. to determine the deficits of these processes by children with autism spectrum disorder (Diagnostic and Statistical Manual of Mental Disorders, 5th ed.) in relation to children with intellectual disabilities and children of the typical population. Methods:The sample consisted of a total of 105 children. During the survey, the method of proportional stratified sample was used and the data collection was carried out in 2017 on the entire territory of Bosnia and Herzegovina. Short Sensory Profile was applied (Dunn, 1999) and through 13 items, Tactile Perception and Hearing Perception were examined.Results: It was found that 71.4% of children with autism had significant difficulties in the area of tactile perception and 65.7% in the area of hearing perception. Tactile and hearing sensitivity is also common by children with intellectual disabilities, which undermines the inclusion of the difficulty of sensory processing as a key diagnostic criterion for autism.

Sensory Processing in Children With Autism- A Scoping Review

“…Children with autism differ from other children precisely in their sensory experience (Baio et al, 2018). They have a different sensory profile from typically developed children, which is reflected in their inadequacy of response to certain sounds, sensitivity to the taste of certain foods, and often insensitivity to pain compared to typically developed children and children with other developmental disabilities (Demirović and et al, 2018).…”

Efectos de la estimulación sensorial en la conducta adaptativa del alumnado con TEA: un estudio de caso

“…En general, las personas con desarrollo neurotípico aprenden y entienden el mundo a través de los sentidos (Demirovic et al, 2018), pues es a través de los procesos sensoriales como transformamos la información proveída por las sensaciones de nuestro cuerpo y del ambiente en mensajes con significado que nos impulsan a actuar. Erazo (2018) remarca que las personas cuya integración sensorial presenta dificultades o es desorganizada, tienen interrupciones en el procesamiento neurológico y de la información, hecho que interfiere en la habituación y sensibilización, por lo que se dice que padecen el trastorno de integración sensorial, que, según Roselló-Miranda, Berenguer-Forner y Miranda-Casas (2018), se traduce en consecuencias cognitivas, de aprendizaje, en la afectividad y conductuales, que interfieren, no solo en las relaciones personales, sino en la actividad diaria y participativa de la escuela, hecho que dificulta los procesos de inclusión.…”