The DSM-5, the diagnostic criteria for children with ASD, now includes deficits in sensory processing, namely, hyperreactivity or hyporeactivity to sensory input. The prevalence rate of ASD is reported to be 1 in 69 children for children aged 8 years old ( Christensen et al., 2018). The different profiles of sensory processing and attention abilities in children with SPD and ASD may provide guidance in identifying appropriate individualized therapeutic strategies for these children.Īutism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and social interaction as well as restricted, repetitive patterns of behavior, interests, or activities ( American Psychiatric Association, 2013). Together, the two functions correctly classified 76.8% of the participants as to their group membership. The second function discriminated between the two clinical groups, indicating that children with ASD had significantly greater control and sustained attention deficits and less sensory issues than did children with SPD. Discriminant analyses using the TEA-Ch and the SSP domains revealed two classification functions the first revealed that both clinical groups significantly differed from the TD group with greater sensory processing challenges in the categories of auditory filtering, under-responsive/seeks sensation, low energy/weak, and taste/smell sensitivity subscales of the SSP. All participants’ parents completed the Short Sensory Profile (SSP), a standardized parent-report measure of sensory-related behaviors. The Test of Everyday Attention for Children (TEA-Ch), a performance-based measure of attention, was administered to 69 children (TD: n = 24 SPD: n = 21 ASD: n = 24), ages 6–10 years. This study explores the differences in the profile of relationships between sensory processing and attention abilities among children with sensory processing disorder (SPD), autism spectrum disorder (ASD), and typically developing (TD) children. 6School of Music, Theatre, and Dance, Colorado State University, Fort Collins, CO, United States.5Department of Molecular, Cellular & Integrative Neuroscience, Colorado State University, Fort Collins, CO, United States.4Center for Molecular and Behavioral Neuroscience, Rutgers University, Newark, NJ, United States.3Fairfax County Public Schools, Fairfax, VA, United States.2Occupational Therapy Division, Ohio State University, Columbus, OH, United States.1Department of Occupational Therapy, Colorado State University, Fort Collins, CO, United States.Crasta 1,2, Emily Salzinger 1,3, Mei-Heng Lin 1,4, William J.
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