Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder

Autor/inn/en	Butera, Christiana; Ring, Priscilla; Sideris, John; Jayashankar, Aditya; Kilroy, Emily; Harrison, Laura; Cermak, Sharon; Aziz-Zadeh, Lisa
Titel	Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder
Quelle	In: Mind, Brain, and Education, 14 (2020) 3, S.243-254 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butera, Christiana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12242
Schlagwörter	Sensory Experience; Perceptual Impairments; Autism; Pervasive Developmental Disorders; Elementary School Students; Secondary School Students; Academic Achievement; Intelligence Quotient; Check Lists; Child Behavior; Scores; Attention Deficit Hyperactivity Disorder; Symptoms (Individual Disorders); Child Behavior Checklist + Suchen Sie Ihr Suchwort? Sinnerfahrung; Perceptual handicaps; Wahrnehmungsstörung; Autismus; Sekundarschüler; Schulleistung; Intelligenzquotient; Checkliste; Psychiatrische Symptomatik
Abstract	Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high-functioning youths with ASD and 26 controls (age 8-14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01