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OBJECTIVE. We explored the associations between sensory processing and classroom emotional, behavioral, and educational outcomes of children with autism spectrum disorder (ASD).
METHOD. Twenty-eight children with ASD (with average-range IQ) were compared with 51 age- and gendermatched typically developing peers on sensory processing and educational outcomes.
RESULTS. For children with ASD, the Short Sensory Profile scores Underresponsive/Seeks Sensation and Auditory Filtering explained 47% of the variance in academic performance, yet estimated intelligence was not a significant predictor of academic performance. Significant negative correlations were found between (1) auditory filtering and inattention to cognitive tasks, (2) tactile hypersensitivity and hyperactivity and inattention, and (3) movement sensitivity and oppositional behavior.
CONCLUSION. A pattern of auditory filtering difficulties, sensory underresponsiveness, and sensory seeking was associated with academic underachievement in the children with ASD. Children who have difficulty processing verbal instructions in noisy environments and who often focus on sensory-seeking behaviors appear more likely to underachieve academically.
KEY WORDS
* autism
* pediatrics
* pervasive development disorders
* school
* sensory
Autism spectrum disorder (ASD) is an umbrella term used to describe autistic disorder and milder variants such as Asperger syndrome and pervasive developmental disorders: not otherwise specified (American Academy of Pediatrics, 2001). Diagnostically, people with ASD have social and communication impairments, restricted interests, and repetitive behaviors (American Psychiatric Association, 2000). Although not included in the current diagnostic criteria, studies using caregiver questionnaires have consistently found children with ASD to exhibit atypical behavioral responses to 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, & Glennon, 2007). Associations have been found between atypical sensory processing and behavioral and emotional problems (Baker, Lane, Angley, & Young, 2008) and sensory overreactivity 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 (Eaves & Ho, 1997). Maladaptive responses to classroom sensory environments have been assumed to underlie some of this behavior (Anderson, 1998; Myles, Cook, Miller, Rinner, & Robbins, 2000). However,...