A Pilot Study Examining Activity Participation, Sensory Responsiveness, and Competence in Children with High Functioning Autism Spectrum Disorder

Abstract

This pilot study explored activity patterns in children with and without ASD and examined the role of sensory responsiveness in determining children’s level of competence in activity performance. Twenty-six children with high functioning ASD and twenty-six typically-developing children 6–12 years old were assessed using the Sensory Profile and the Child Behavior Checklist. Results reflect differences in the types of activities and jobs/chores engaged in by children with ASD compared to children without ASD. Significant differences were seen in overall level of competence in activities, social, and school performance. Children demonstrating more frequent Sensory Sensitivity and Sensory Avoiding had significantly lower competence scores than children with fewer behaviors in these domains, suggesting that sensory responsiveness may impact the ability to participate successfully.

Activity Participation Among Children With Autism Spectrum Disorder

“…Specifically, the participation of school-age children with ASD appears to occur less frequently than that of typically developing children in unstructured activities; social activities; and hobbies, such as recreational and after-school activities (Hochhauser & Engel-Yeger, 2010;Reynolds, Bendixen, Lawrence, & Lane, 2011). Similarly, adolescents with ASD have been found to participate less frequently in recreational activities and community activities such as after-school clubs and organizations (e.g., Scouting, 4H) than typically developing children and those with other DD (Lee, Harrington, Louie, & Newschaffer, 2008;Orsmond, Krauss, & Seltzer, 2004;Solish, Perry, & Minnes;2010).…”

Using a Multifaceted Approach to Working With Children Who Have Differences in Sensory Processing and Integration

“…In the current conceptualization, the term environment includes both the physical environment, such as the home and the classroom, and the cultural, social, temporal, and virtual environments (AOTA, 2014). For example, some sensory aspects of the physical environment can diminish a child's ability to learn and participate in important daily activities (Barrett, Zhang, Moffat, & Kobbacy, 2013;Reynolds et al, 2011;Schaaf, Toth-Cohen, Johnson, Outten, & Benevides, 2011). Classroom environments can be stimulating (Choi & McPherson, 2005;Crandell & Smaldino, 2000;Shield & Dockrell, 2003), and visual and auditory stimuli in particular may distract students from learning activities (Fisher, Godwin, & Seltman, 2014;Godwin & Fisher, 2011;Klatte, Bergström, & Lachmann, 2013).…”

“…Importantly, differences in sensory processing and integration have been shown to affect participation in meaningful childhood tasks including play with friends, performance at school, and engagement in family activities (Armstrong, Redman-Bentley, & Wardell, 2013;Cosbey, Johnston, & Dunn, 2010;Cosbey, Johnston, Dunn, & Bauman, 2012;Davis et al, 2013;Little, Ausderau, Sideris, & Baranek, 2015;Reynolds, Bendixen, Lawrence, & Lane, 2011;Shochat, Tzischinsky, & Engel-Yeger, 2009). Occupational therapists are recognized as the experts in assessment and intervention for children who have differences in sensory processing and integration.…”

Observational Characterization of Sensory Interests, Repetitions, and Seeking Behaviors

“…For example, a child may intensively rub or touch certain textures, visually focus on moving objects, or spin himself or herself in circles. These behaviors, when extreme, are thought to negatively affect children's participation in daily activities (Dunn, 2001;Reynolds, Bendixen, Lawrence, & Lane, 2011). Such behaviors have been labeled in various ways, including sensory seeking or sensation seeking, in the occupational therapy literature (e.g., Dunn, 2001;Miller et al, 2007) or, alternatively, incorporated in a broader category of restricted and repetitive behaviors in the DD and ASD literature (e.g., Bodfish, Symons, Parker, & Lewis, 2000).…”