Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder

Ashburner, Jill, Ziviani, Jenny and Rodger, Sylvia (2008) Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62 5: 556-565. doi:10.5014/ajot.62.5.564


Author Ashburner, Jill
Ziviani, Jenny
Rodger, Sylvia
Title Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder
Journal name American Journal of Occupational Therapy   Check publisher's open access policy
ISSN 0272-9490
1943-7676
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.5014/ajot.62.5.564
Volume 62
Issue 5
Start page 556
End page 565
Total pages 10
Place of publication Bethesda, MD, United States
Publisher American Occupational Therapy Association
Collection year 2009
Language eng
Formatted abstract
OBJECTIVE. We explored the associations between sensory processing and classroom emotional, behavioral, and educational outcomes of children with autism spectrum disorder (ASD).
METHOD. Twenty-eight children with ASD (with average-range IQ) were compared with 51 age- and gender-matched typically developing peers on sensory processing and educational outcomes.
RESULTS. For children with ASD, the Short Sensory Profile scores Underresponsive/Seeks Sensation and Auditory Filtering explained 47% of the variance in academic performance, yet estimated intelligence was not a significant predictor of academic performance. Significant negative correlations were found between (1 ) auditory filtering and inattention to cognitive tasks, (2) tactile hypersensitivity and hyperactivity and inattention, and (3) movement sensitivity and oppositional behavior.
CONCLUSION. A pattern of auditory filtering difficulties, sensory underresponsiveness, and sensory seeking was associated with academic underachievement in the children with ASD. Children who have difficulty processing verbal instructions in noisy environments and who often focus on sensory-seeking behaviors appear more likely to underachieve academically.
Keyword Autism
Pediatrics
Pervasive development disorders
Sensory
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
ERA 2012 Admin Only
School of Health and Rehabilitation Sciences Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 72 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Wed, 05 Nov 2008, 01:28:37 EST