Increased Sensory Processing Atypicalities in Parents of Multiplex ASD Families versus Typically Developing and Simplex ASD Families

Autor/inn/en	Donaldson, Chelsea K.; Stauder, Johannes E. A.; Donkers, Franc C. L.
Titel	Increased Sensory Processing Atypicalities in Parents of Multiplex ASD Families versus Typically Developing and Simplex ASD Families
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 3, S.535-548 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2888-0
Schlagwörter	Autism; Pervasive Developmental Disorders; Sensory Experience; Parents; Family Characteristics; Genetics; Control Groups; Children; Questionnaires; Multivariate Analysis; Scores; Hypothesis Testing; Statistical Analysis + Suchen Sie Ihr Suchwort? Autismus; Sinnerfahrung; Eltern; Humangenetik; Child; Kind; Kinder; Fragebogen; Multivariate Analyse; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	Recent studies have suggested that sensory processing atypicalities may share genetic influences with autism spectrum disorder (ASD). To further investigate this, the adolescent/adult sensory profile (AASP) questionnaire was distributed to 85 parents of typically developing children (P-TD), 121 parents from simplex ASD families (SPX), and 54 parents from multiplex ASD families (MPX). After controlling for gender and presence of mental disorders, results showed that MPX parents significantly differed from P-TD parents in all four subscales of the AASP. Differences between SPX and MPX parents reached significance in the Sensory Sensitivity subscale and also in subsequent modality-specific analyses in the auditory and visual domains. Our finding that parents with high genetic liability for ASD (i.e., MPX) had more sensory processing atypicalities than parents with low (i.e., SPX) or no (i.e., P-TD) ASD genetic liability suggests that sensory processing atypicalities may contribute to the genetic susceptibility for ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01