Comparative Study of Sensory Modulation Vulnerabilities in Children with and without ASD in Family and School Contexts

Autor/inn/en	Fernández-Andrés, María Inmaculada; Sanz-Cerverza, Pilar; Salgado-Burgos, Carolina; Tárraga-Mínguez, Raúl; Pastor-Cerezuela, Gemma
Titel	Comparative Study of Sensory Modulation Vulnerabilities in Children with and without ASD in Family and School Contexts
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 11 (2018) 3, S.318-328 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernández-Andrés, María Inmaculada) ORCID (Sanz-Cerverza, Pilar) ORCID (Salgado-Burgos, Carolina) ORCID (Tárraga-Mínguez, Raúl) ORCID (Pastor-Cerezuela, Gemma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2018.1432448
Schlagwörter	Autism; Pervasive Developmental Disorders; Perceptual Impairments; Children; Comparative Analysis; Family Environment; Educational Environment; Young Children; Intelligence Tests; Rating Scales; Foreign Countries; Interviews; Questionnaires; Early Childhood Education; Elementary School Students; Spain (Valencia); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Autismus; Perceptual handicaps; Wahrnehmungsstörung; Child; Kind; Kinder; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Frühe Kindheit; Intelligence test; Intelligenztest; Rating-Skala; Ausland; Interviewing; Interviewtechnik; Fragebogen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Background: Children with autism spectrum disorder (ASD) may present sensory processing alterations that are specific to each environment in which they develop, inevitably impacting their daily functioning. Method: The aim of this study is to compare the different types of sensory modulation vulnerabilities (over-responsiveness, under-responsiveness, and sensory-seeking behavior) in different sensory modalities, between a group of children with ASD (n = 41) and a group of children with typical development (n = 38), in both the home and school environments. The sensory processing measure (SPM) was used to evaluate the children's sensory profile. Results: The ASD group obtained scores that indicate higher levels of dysfunction on all the assessed measures in both environments, with greater differences obtained in the school environment. Under-responsiveness was the sensory response that showed differences in all the sensory modalities and in both environments, whereas for over-responsiveness and sensory-seeking behavior, no differences were found for some of the sensory modalities in the home environment. Conclusions: Under-responsiveness could be the most prominent and exclusive sensory symptom of children with ASD, with the school being the environment where sensory differences seem to be noted to a greater extent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01