The data supports positive relationships between anxiety and sensory defensiveness in all age ranges and a relationship between depression and hyposensitivity in older children. Stronger inverse relationships were apparent between specific adaptive behaviors including: (a) symptoms of depression and functional academics, leisure, social skills; (b) anxiety and functional academics; and (c) both sensory hyper- and hyposensitivity and community use and social skills. In this study, as the symptoms of affective disorders increased in children and adolescents with Asperger's disorder, the functional performance in the adaptive behaviors of functional academics and social skills appeared to decrease. Performance in the adaptive behaviors of community use and socials skills appeared to decrease as symptoms of dysfunction in sensory modulation increase. Further research is necessary to determine the impact of treatment for dysfunction on sensory modulation on affective disorders and performance in specific adaptive behaviors.

The purpose of this pilot study was to establish a model for randomized controlled trial research, identify appropriate outcome measures, and address the effectiveness of sensory integration (SI) interventions in children with autism spectrum disorders (ASD). Children ages 6-12 with ASD were randomly assigned to a fine motor or SI treatment group. Pretests and posttests measured social responsiveness, sensory processing, functional motor skills, and social-emotional factors. Results identified significant positive changes in Goal Attainment Scaling scores for both groups; more significant changes occurred in the SI group, and a significant decrease in autistic mannerisms occurred in the SI group. No other results were significant. The study discusses considerations for designing future outcome studies for children with ASD.

Students with autism display sensory sensitivities to environmental stimuli that affect their attending and engagement in classroom learning activities. The purpose of the study was to determine whether attending of 4 male students, ages 13-20, increased after the installation of sound-absorbing walls and halogen lighting. The multiple single-subject, mixed-method design, AB(B+C), included a 2-wk baseline and two intervention phases: 2 wk after sound-absorbing wall installation using the Owens Corning Basement Finishing System™ (Owens Corning, Toledo, OH) and 2 wk after halogen light installation. We calculated nonattending frequencies from videotaped class sessions and used visual analysis to measure within-phase and between-phase characteristics. Results included increased frequency and stability of attending and engagement and improved classroom performance, comfort, and mood. Journaling provided students' perspective on the modifications and reflected overall increased sensory comfort and themes of improved classroom environment, positive emotional response (mood), and improved classroom performance.

The results suggest the importance of assessing sensory processing issues in children with ADHD to guide in the intervention process.

BACKGROUND: Individuals with ASD have some of the highest rate of post-graduation unemployment and competitive employment rates are very low. There is substantial research identifying specific person factors influencing employment outcomes, although there is very little research exploring the impact of environmental factors. OBJECTIVE: The purpose of this article is to understand the impact of environmental factors on work satisfaction and performance from the perspective of adults with Autistic Spectrum Disorder (ASD). METHODS: Qualitative interviews were used to gather personal perspectives from working adults with ASD. The data was micro-analyzed for open coding and organized under common categories. When data was saturated, axial coding occurred resulting in multiple categories linked together under a common central theme. RESULTS: Results identified the central category of Facilitators and Barriers of Person and Environment Fit for Work Satisfaction and Performance, which encompassed the categories, subcategories and links between categories. Both environmental factors and person-fit were identified as two overarching categories where barriers and facilitators were present. CONCLUSIONS: Adults with ASD identified that social interactions, attitudes, and the physical or sensory environment impacted perceptions of work satisfaction and performance. Future research is needed to better understand how to reduce environmental barriers in the workplace for adults with ASD.