Patterns of sensory processing in children with an autism spectrum disorder

Tomchek, Scott; Huebner, Ruth A.; Dunn, Winnie

doi:10.1016/j.rasd.2014.06.006

Cited by 110 publications

(113 citation statements)

References 70 publications

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“…By contrast, young people with ASD show increased sensitivity more generally to stimuli such as loud noises, the feel of certain textures, smells, tastes, among numerous other things (Tomchek et al 2014). The items on the AASP sensitivity quadrant are more oriented towards general types of stimulation (such as hearing loud noises) than unpleasant or painful sensations.…”

Section: The Association Between Alexithymia and Sensory Sensitivitiesmentioning

confidence: 95%

“…Although sensory atypicalities are more frequent and pronounced in childhood, they continue to persist through adolescence and into adulthood (Kern et al 2007). Individuals with ASD often exhibit high levels of distress to low-threshold input, such as ordinary sounds, textures and smells (Tomchek and Dunn 2007;Tomchek et al 2014). By contrast, they also show reduced responsiveness and registration of input (such as failing to orient to novel stimuli or react when their name is being called) as well as sensory seeking behaviours (Kern et al 2007).…”

Section: Alexithymia and Sensory Processing Atypicalitiesmentioning

confidence: 99%

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Alexithymia in Adolescents with Autism Spectrum Disorder: Its Relationship to Internalising Difficulties, Sensory Modulation and Social Cognition

Milosavljevic

Leno

Simonoff

et al. 2015

J Autism Dev Disord

134

120

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Alexithymia is a personality trait frequently found in adults with Autism Spectrum Disorder (ASD), and has been linked to impairments in emotion recognition and empathy. The presentation of alexithymia within ASD at younger ages remains unexplored, and was examined in the present study. Alexithymia rates were significantly elevated in ASD (55%; 31/56 scoring above cut-off) versus non-ASD adolescents (16%; 5/32 scoring above cut-off).Within individuals with ASD, alexithymia was associated with increased self-reported anxiety, parent-reported emotional difficulties, self-reported sensory processing atypicalities, and poorer emotion recognition, but was not associated with theory of mind ability. Overall, our results suggest that alexithymia is highly prevalent, and has selective cognitive correlates in young people with ASD.

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Section: The Association Between Alexithymia and Sensory Sensitivitiesmentioning

confidence: 95%

Section: Alexithymia and Sensory Processing Atypicalitiesmentioning

confidence: 99%

Alexithymia in Adolescents with Autism Spectrum Disorder: Its Relationship to Internalising Difficulties, Sensory Modulation and Social Cognition

Milosavljevic

Leno

Simonoff

et al. 2015

J Autism Dev Disord

134

120

View full text Add to dashboard Cite

show abstract

“…Atypical sensory processing is widely reported in ASD and is more prevalent in children with ASD when compared with control groups of typically developing children (Tomchek et al, 2014) and children with developmental disabilities (Boyd et al, 2010;Ben-Sasson et al, 2009). Severity of difficulties in sensory processing has been correlated with severity of ASD (Ben-Sasson et al, 2009).…”

Section: Sensory Processing Autism and Intellectual Disabilitymentioning

confidence: 99%

“…Children with ASD frequently have co-occurring intellectual disability (ID) (Matson & Shoemaker, 2009) which has an additional impact on their ability to participate and succeed within the classroom environment. Evidence of such atypical sensory processing in people with ASD and ID and its impact on function is found in autobiographical accounts, as well as through caregiver reports (Tomchek, Huebner, & Dunn, 2014) using measures such as The Sensory Profile (Dunn, 1999) and The Sensory Profile School Companion (Dunn, 2006), and observational assessments. Understanding the triggers to a child's behaviour is essential, as without this it is unlikely that any behaviour strategy will be sustainable.…”

Section: Introductionmentioning

confidence: 99%

Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

Mills¹,

Chapparo²

2016

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Many students with autism and intellectual disability demonstrate atypical sensory behaviours which impact on their schooling. Few studies provide empirical support for teachers using planned sensory activities in special education classrooms. Aim: To determine whether a classroom based Sensory Activity Schedule (SAS) improves behavioural outcomes for one student with ASD who demonstrated atypical sensory processing and associated challenging behaviour. Methods: Critical case study methods were used to describe changes in the frequency of challenging behaviour "incidents" recorded for one eight year old student with autism over one school term during implementation of a Sensory Activity Schedule. Results: There was a reduction in the reported frequency of challenging behaviour incidents which were associated with sensory triggers over one school term. Conclusion: When applied with caution, in context, and with appropriate training, a Sensory Activity Schedule was associated with a reduction in challenging behaviour incidents for one student with autism during classroom activities.

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“…Green et al (2006) reported that a sensory processing approach was the third most frequent strategy used in intervention with children with autism spectrum disorder (ASD). It is evident within the literature that a wide array of children demonstrate sensory processing disturbances and that occupational therapists incorporate sensory processing approaches to address those difficulties (Owen et al, 2013;Tomchek, Huebner, & Dunn, 2014;Wickremasinghe et al, 2013). Therapists use the sensory processing frame of reference (Cole & Tufano, 2008) to guide evaluation and intervention.…”

Section: Introductionmentioning

confidence: 99%

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

Gee¹,

Thompson²,

Strickland³

et al. 2017

JOTE

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Occupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study. ABSTRACTOccupational therapy students must be prepared to use clinical reasoning to select appropriate interventions for children with sensory processing disorders (SPDs). Although these interventions are typically taught in entry-level occupational therapy programs, there is little information regarding the method by which occupational therapy students are taught a clinical reasoning process to determine which sensory processing intervention to use with pediatric clients. A problem-solving framework called A SECRET was used to teach students clinical reasoning for children with SPDs, via an online, module-based course. Following the module, the students were tested with an online assessment tool regarding their ability to discriminate between appropriate and inappropriate intervention strategies, and to articulate their rationale to demonstrate how they clinically reasoned through a complex client case. Eight students participated in a focus group to provide their perceptions of the online delivery of the content and the A SECRET reasoning process. Five descriptive representations emerged from the qualitative data analysis: the A SECRET Process, Self-Regulation, the Occupational Therapy Practice Framework, Participation, and Safety/Security. The findings suggest an inherent value for online learning to assist occupational therapy students in their program's first year to learn the A SECRET process and then clinically reason through a simulated case study.

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Patterns of sensory processing in children with an autism spectrum disorder

Cited by 110 publications

References 70 publications

Alexithymia in Adolescents with Autism Spectrum Disorder: Its Relationship to Internalising Difficulties, Sensory Modulation and Social Cognition

Alexithymia in Adolescents with Autism Spectrum Disorder: Its Relationship to Internalising Difficulties, Sensory Modulation and Social Cognition

Use of an In-Class Sensory Activity Schedule for a Student with Autism: Critical Case Study

First Year Occupational Therapy Students’ Clinical Reasoning Approach to Addressing Challenging Behaviors Related to Sensory Processing Using a Simulated Case Study

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