The relationship between children’s sensory processing patterns and their leisure preferences and participation patterns

Ismael, Noor; Lawson, Lisa A Mische; Cox, Jane A.

doi:10.1177/0008417415577421

Cited by 24 publications

(29 citation statements)

References 33 publications

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“…This altered sensory processing (auditory, visual, tactile, and movement) is suggested to affect participation in everyday activities including physical activity [Lawson & Foster, 2016;Little, Dean, Tomchek, & Dunn, 2018] and the learning of new concepts [Brown & Dunn, 2010]. Moreover, sensory processing patterns may be associated with preferences for different activities [Ismael, Lawson, & Cox, 2015] and the level of difficulty (considering individual experiences). Thus, an increased level of difficulty in tasks due to lower proprioceptive or tactile feedback, altered visual interaction, and the higher movement demand from the Kinect interface, may all promote different sensory processing patterns causing difficulty in performing the task.…”

Section: Discussionmentioning

confidence: 99%

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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Autism spectrum disorder (ASD) is associated with persistent deficits in social communication and social interaction, including impaired multisensory integration, which might negatively impact cognitive and motor skill performance, and hence negatively affect learning of tasks. Considering that tasks in virtual environment may provide an engaging tool as adjuncts to conventional therapies, we set out to compare motor performance between young people with ASD and a typically developing (TD) control group that underwent coincident timing tasks based on Kinect (no physical contact) and on Keyboard (with physical contact) environments. Using a randomized repeated cross‐over controlled trial design, 50 young people with ASD and 50 with TD, matched by age and sex were divided into subgroups of 25 people that performed the two first phases of the study (acquisition and retention) on the same device—real or virtual—and then switched to the other device to repeat acquisition and retention phases and finally switched on to a touch screen (transfer phase). Results showed that practice in the virtual task was more difficult (producing more errors), but led to a better performance in the subsequent practice in the real task, with more pronounced improvement in the ASD as compared to the TD group. It can be concluded that the ASD group managed to transfer the practice from a virtual to a real environment, indicating that virtual methods may enhance learning of motor and cognitive skills. A need for further exploration of its effect across a number of tasks and activities is warranted. Autism Res 2020, 13: 307–319. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder are known to have difficulties with learning motor tasks. Considering that performing motor tasks in virtual environment may be an engaging tool as adjuncts to conventional therapies, we aimed to estimate performance in tasks regardless of physical touch. Results showed that participants had more difficulty using the non‐touch task; however, virtual training improved performance on the physical (real) task. This result indicates that virtual methods could be a promising therapeutic approach for the ASD population.

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Section: Discussionmentioning

confidence: 99%

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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“…The negative impact on activity and participation has been shown by several other investigators, in association with no diagnosis other than a sensory processing deficit (c.f. Bar-Shalita et al, 2008; Cosbey et al, 2010; Ismael et al, 2015; Chien et al, 2016) in children with ASD (c.f. Provost et al, 2009; Hochhauser and Engel-Yeger, 2010; Reynolds et al, 2011a; Little et al, 2015; Piller and Pfeiffer, 2016), in children with ADHD (c.f.…”

Section: Discussionmentioning

confidence: 99%

Sensory Over-Responsivity as an Added Dimension in ADHD

Lane

Reynolds

2019

Front. Integr. Neurosci.

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Years of research have added to our understanding of Attention Deficit Hyperactivity Disorder (ADHD). None-the-less there is still much that is poorly understood. There is a need for, and ongoing interest in, developing a deeper understanding of this disorder to optimally identify risk and better inform treatment. Here, we present a compilation of findings examining ADHD both behaviorally and using neurophysiologic markers. Drawing on early work of McIntosh and co-investigators, we examined response to sensory challenge in children with ADHD, measuring HPA activity and electrodermal response (EDR) secondary to sensory stressors. In addition, we have examined the relationship between these physiologic measures, and reports of behavioral sensory over-responsivity and anxiety. Findings suggest that sensory responsivity differentiates among children with ADHD and warrants consideration. We link these findings with research conducted both prior to and after our own work and emphasize that there a growing knowledge supporting a relationship between ADHD and sensory over-responsivity, but more research is needed. Given the call from the National Institute of Health to move toward a more dimensional diagnostic process for mental health concerns, and away from the more routine categorical diagnostic process, we suggest sensory over-responsivity as a dimension in the diagnostic process for children with ADHD.

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“…Defined by the World Health Organization (WHO) (2001,2007) as the person's involvement in real-life situations, it is through participation that children form friendships, develop skills and competencies, express creativity, enhance physical and mental health and understand the meaning and purpose of life (Law et al, 2006;Solish, Perry, & Minnes, 2010). In turn, play and leisure activities are central daily life activities for children (Bosse & Westermann, 2016;Ismael, Lawson, & Cox, 2015) providing them with opportunities for enjoyment, recreation and goal achievement (Rosenblum, Sachs, & Schreuer, 2010).…”

Section: Participation In Leisure Activitiesmentioning

confidence: 99%

Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal

Sanches-Ferreira¹,

Alves²,

Silveira-Maia³

et al. 2019

EUROPEAN J ED RES

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Participation is recognised as an important indicator of school inclusion and educational success of children with and without disabilities and one of the fundamental human rights. In particular, the participation in leisure activities plays a vital role in children's life and needs to be given a higher attention. The aim of the present exploratory study was to reflect on the inclusion of children with disabilities in Portuguese schools, by portraying and comparing their participation profiles in leisure activities to those of typically developing peers. The participation patterns in leisure activities of 61 children with disabilities and 114 children without disabilities were assessed. Results indicate that the pattern of participation of children with and without disabilities differs whether they are school or community-based activities. Regarding school-based activities, findings reveal that children with disabilities participate more frequently in these activities, but in solitary and constrained spaces at school compared to children without disabilities. For community contexts, our findings indicate that children with disabilities participate in less diverse activities than children without disabilities. In addition, the range of activities is correlated to their level of independence. This exploratory study contributes to an understanding of the pattern of participation of children with and without disabilities.

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The relationship between children’s sensory processing patterns and their leisure preferences and participation patterns

Abstract: Children's sensory preferences are related to leisure preferences and participation.

Cited by 24 publications

References 33 publications

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

Sensory Over-Responsivity as an Added Dimension in ADHD

Participation in Leisure Activities as an Indicator of Inclusion: A comparison between Children with and without Disabilities in Portugal

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