Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

Abstract

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

Executive Functions in Children and Adolescents with Autism Spectrum Disorder in Family and School Environment

“…The inclusion criteria include on the one hand parents and legal guardians of children or adolescents aged 6 to 18 years diagnosed with autism in grade 1 and 2, according to the diagnostic criteria of the American Psychiatric Association [2]. The inclusion criteria also include professionals in the educational field working with children or adolescents aged 6 to 18 years, with the same ASD grade.…”

“…Autism spectrum disorder (ASD) is a very heterogeneous complex neurodevelopmental disorder as for its etiologically, phenotypic diversity, and evolution variability in the different stages and presentation according to gender [1]. It is characterized by persistent difficulties in two dimensions, communication and social interaction, in addition to the manifestation of repetitive and restricted behaviors, interests, or activity patterns [2]. Severity degrees are related to the level of social and behavioral support required, including unusual behaviors in the field of sensory stimulation [2].…”

“…It is characterized by persistent difficulties in two dimensions, communication and social interaction, in addition to the manifestation of repetitive and restricted behaviors, interests, or activity patterns [2]. Severity degrees are related to the level of social and behavioral support required, including unusual behaviors in the field of sensory stimulation [2].…”

Understanding Foot Loading and Balance Behavior of Children with Motor Sensory Processing Disorder

“…Sensory processing disorder (SPD) is affecting more and more school children, as documented by a ratio of around 8.3% in a recent study [1,2]. SPD often accompanies other symptoms, such as autism and attention deficit hyperactivity disorder (ADHD).…”

Executive Functions in Children and Adolescents with Autism Spectrum Disorder, Grade 1 and 2, vs. Neurotypical Development: A School View

“…ASD is considered to be a specific personal continuum that debuts in childhood and is related to all of the developmental areas. The levels of support needed in all these areas are very significant to provide the highest degree of autonomy in activities of daily living (ADL) in all contexts [5].…”