Update of a Meta-analysis of Sensory Symptoms in ASD: A New Decade of Research

Ben‐Sasson, Ayelet; Gal, Eynat; Fluss, Ronen; Katz-Zetler, Neta; Cermak, Sharon A.

doi:10.1007/s10803-019-04180-0

Cited by 158 publications

(156 citation statements)

References 89 publications

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“…Sensory hyporesponsiveness and hyperresponsiveness were consistently and robustly correlated with the core features of autism, social communication differences in particular, and adaptive behavior. Of the three patterns of sensory responsiveness, hyporesponsiveness has been reported to be most prevalent in, and specific to, autism [ 4 , 24 ]. It has been proposed that hyporesponsiveness may be particularly disruptive to development, as children with high hyporesponsiveness often fail to orient towards, and may subsequently fail to engage with and learn from, sensory information in their environment [ 17 , 32 ].…”

Section: Discussionmentioning

confidence: 99%

“…It has been proposed that hyporesponsiveness may be particularly disruptive to development, as children with high hyporesponsiveness often fail to orient towards, and may subsequently fail to engage with and learn from, sensory information in their environment [ 17 , 32 ]. Although hyperresponsiveness is also commonly observed in other neurodevelopmental conditions (e.g., attention deficit hyperactivity disorder [ 61 , 62 ]), hyperresponsiveness is also very frequently observed in autism [ 4 ] and has been proposed to be a causal factor in autism [ 63 ]. Notably, all three patterns of sensory responsiveness were strongly correlated with and accounted for unique variance in RRBs.…”

Section: Discussionmentioning

confidence: 99%

“…Autism is a neurodevelopmental condition that has conventionally been defined by differences in social communication and by the presence of restrictive and repetitive patterns of behaviors, interests, and activities (RRBs) [ 1 ]. The most recent diagnostic criteria, however, additionally recognize differences in sensory functioning as a diagnostically relevant feature of autism [ 2 ], and a growing body of literature shows that individuals with autism (see Supplementary Materials File S1 for information on our flexible use of terminology) present with altered patterns of sensory responsiveness compared to non-autistic peers [ 3 , 4 ]. Three patterns of sensory responsiveness are commonly described in the literature: hyperresponsiveness, or exaggerated responding to sensory stimuli; hyporesponsiveness, or reduced responding to sensory stimuli; and sensory seeking, or craving of certain sensory stimuli [ 4 , 5 , 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…The most recent diagnostic criteria, however, additionally recognize differences in sensory functioning as a diagnostically relevant feature of autism [ 2 ], and a growing body of literature shows that individuals with autism (see Supplementary Materials File S1 for information on our flexible use of terminology) present with altered patterns of sensory responsiveness compared to non-autistic peers [ 3 , 4 ]. Three patterns of sensory responsiveness are commonly described in the literature: hyperresponsiveness, or exaggerated responding to sensory stimuli; hyporesponsiveness, or reduced responding to sensory stimuli; and sensory seeking, or craving of certain sensory stimuli [ 4 , 5 , 6 , 7 ]. Although these classifications may be distinct, they are not mutually exclusive or restricted to one sensory modality; individuals can and do present with varied combinations of alterations across patterns of sensory responsiveness and sensory modalities, e.g., [ 3 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

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Relations between Sensory Responsiveness and Features of Autism in Children

et al. 2020

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Autism is a neurodevelopmental condition defined by differences in social communication and by the presence of restricted and repetitive patterns of behavior, interests, and activities (RRBs). Individuals with autism also commonly present with atypical patterns of sensory responsiveness (i.e., hyporesponsiveness, hyperresponsiveness, and sensory seeking), which are theorized to produce cascading effects across other domains of development. The purpose of this study was to examine differences in sensory responsiveness in children with and without autism (ages 8–18 years), as well as relations between patterns of sensory responsiveness and core and related features of autism. Participants were 50 children with autism and 50 non-autistic peers matched on age and sex. A comprehensive clinical battery included multiple measures of sensory responsiveness, core features of autism, adaptive behavior, internalizing behaviors, cognitive ability, and language ability. Groups significantly differed on all three patterns of sensory responsiveness. Some indices of core and related autism features were robustly associated with all three patterns of sensory responsiveness (e.g., RRBs), while others were more strongly associated with discrete patterns of sensory responsiveness (i.e., internalizing problem behaviors and hyperresponsiveness, language and sensory seeking). This study extends prior work to show that differences in sensory responsiveness that are linked with core and related features of autism persist in older children and adolescents on the spectrum.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Relations between Sensory Responsiveness and Features of Autism in Children

et al. 2020

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“…These children derive great pleasure from ''crashing and falling'' and have great difficulty sitting still. Parents and peers may describe such children as being ''in my face and in my space,'' ''constantly touching people or objects,'' and demanding significant time and attention (Miller et al, 2007a;Ben-Sasson et al, 2019). These impulsive and hyperactive behaviors may adversely impact student outcomes.…”

Section: Evidence-based Practice: Levels Of Evidencementioning

confidence: 99%

Evaluating Sensory Integration/Sensory Processing Treatment: Issues and Analysis

Camarata

Miller

Wallace

2020

Front. Integr. Neurosci.

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For more than 50 years, “Sensory Integration” has been a theoretical framework for diagnosing and treating disabilities in children under the umbrella of “sensory integration dysfunction” (SID). More recently, the approach has been reframed as “the dimensions of sensory processing” or SPD in place of SID, so the review herein describes this collective framework as sensory integration/sensory processing treatment (SI/SP-T) for ASD. This review is not focused on diagnosis of SI/SPD. Broadly, the SI/SPD intervention approach views a plethora of disabilities such as ADHD, ASD, and disruptive behavior as being exacerbated by difficulties in modulating and integrating sensory input with a primary focus on contributions from tactile, proprioceptive, and vestibular systems which are hypothesized to contribute to core symptoms of the conditions (e.g., ASD). SI/SP intervention procedures include sensory protocols designed to enhance tactile, proprioceptive, and vestibular experiences. SI/SP-T procedures utilize equipment (e.g., lycra swings, balance beams, climbing walls, and trampolines), specific devices (e.g., weighted vests, sensory brushes) and activities (e.g., placing hands in messy substances such as shaving cream, sequenced movements) hypothesized to enhance sensory integration and sensory processing. The approach is reviewed herein to provide a framework for testing SI/SP-T using widely accepted clinical trials and event coding methods used in applied behavior analysis (ABA) and other behavioral interventions. Also, a related but distinct neuroscientific paradigm, multisensory integration, is presented as an independent test of whether SI/SP-T differentially impacts sensory integration and/or multisensory integration. Finally, because SI/SP-T activities include many incidental behavioral events that are known as developmental facilitators (e.g., contingent verbal models/recasts during verbal interactions), there is a compelling need to control for confounds to study the unique impact of sensory-based interventions. Note that SI/SP-T includes very specific and identifiable procedures and materials, so it is reasonable to expect high treatment fidelity when testing the approach. A patient case is presented that illustrates this confound with a known facilitator (recast intervention) and a method for controlling potential confounds in order to conduct unbiased studies of the effects of SI/SP-T approaches that accurately represent SI/SP-T theories of change.

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Assessing and Intervening with Children with Sensorimotor Impairment

Pingale

Fletcher

2022

Best Practices in School Neuropsychology

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Update of a Meta-analysis of Sensory Symptoms in ASD: A New Decade of Research

Cited by 158 publications

References 89 publications

Relations between Sensory Responsiveness and Features of Autism in Children

Relations between Sensory Responsiveness and Features of Autism in Children

Evaluating Sensory Integration/Sensory Processing Treatment: Issues and Analysis

Assessing and Intervening with Children with Sensorimotor Impairment

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