Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder
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.
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Sensory atypicalities are empirically linked to behavioural difficulties, academic achievement, and anxiety and depression, pointing to an often-debilitating impact on individuals' daily lives.
“Empirical links between sensory atypicalities and behavioural difficulties (Baker, Lane, Angley, & Young, 2008; O'Donnell, Deitz, Kartin, Nalty, & Dawson, 2012), academic achievement (Ashburner, Ziviani, & Rodger, 2008) and anxiety and depression (Green, Ben-Sasson, Soto, & Carter, 2012; Mazurek et al., 2012) point to the often-debilitating impact that sensory difficulties can have on individuals'”
From The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum (2016) · cites this paper as Ashburner, Ziviani, & Rodger, 2008
Atypicalities in sensory processing can have a significant impact on autistic individuals' everyday quality of life, as suggested by links with behavioural difficulties, academic achievement and anxiety and depression.
“Atypicalities in sensory processing can have a significant impact on autistic individuals' everyday quality of life, as suggested by links with behavioural difficulties (Baker et al., 2008; O'Donnell et al., 2012), academic achievement (Ashburner et al., 2008) and anxiety and depression (Green et al., 2012; Mazurek et al., 2013).”
From The design and implementation of a CBT-based intervention for sensory processing difficulties in adolescents on the autism spectrum (2016) · cites this paper as Ashburner et al., 2008
A strong and positive correlation has been observed between difficulties in sensory processing and executive function deficits in various populations, such as premature children, children with autism spectrum disorders, and children with attention deficit hyperactivity disorder.
“A strong and positive correlation has also been observed between difficulties in sensory processing and executive function deficits in various populations, such as premature children (21–23), children with ASDs (24–26), and children with attention deficit hyperactivity disorder (ADHD) (27–29).”
From Assessment of Sensory Processing and Executive Functions in Childhood: Development, Reliability, and Validity of the EPYFEI (2018) · cites this paper as [24]
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BackgroundInfluentialA Systematic Review of Assessments for Sensory Processing Abnormalities in Autism Spectrum Disorder
Burns, C. O., Dixon, D. R., Novack, M. N., & Granpeesheh, D. (2017) · Review Journal of Autism and Developmental Disorders · doi:10.1007/s40489-017-0109-1 · Cited by 66 · see citing works
“Both hypo- and hyperresponsive patterns have been shown to occur at high rates in individuals with ASD (Boyd et al. 2010; Greenspan andWieder 1997), and individuals frequently present with a combination of these symptoms (Ashburner et al. 2008).”
BackgroundInfluentialJohn, T. S., Dawson, G., & Estes, A. M. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3296-9 · Cited by 67 · see citing works
Sensory Features in Autism Spectrum Disorders
Baranek, G. T., Little, L. M., Parham, L. D., Ausderau, K., & Sabatos‐DeVito, M. (2014) · Wiley eBooks · doi:10.1002/9781118911389.hautc16 · Cited by 66 · see citing works
Ashburner, J. K., Rodger, S., Ziviani, J. M., & Hinder, E. A. (2014) · Canadian Journal of Occupational Therapy · doi:10.1177/0008417413520440 · Cited by 68 · see citing works
Self-citationThe Use of Listening Devices to Ameliorate Auditory Deficit in Children with Autism
Rance, G., Saunders, K., Carew, P., Johansson, M., & Tan, J. (2013) · The Journal of Pediatrics · doi:10.1016/j.jpeds.2013.09.041 · Cited by 60 · see citing works
Families of Children with Autism: A Synthesis of Family Routines Literature
Boyd, B. A., McCarty, C. H., & Sethi, C. (2014) · Journal of Occupational Science · doi:10.1080/14427591.2014.908816 · Cited by 60 · see citing works
Gentil-Gutiérrez, A., Gómez, J. L. C., Rodríguez-Fernández, P., & Gonzalez-Bernal, J. J. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18147670 · Cited by 67 · see citing works
The Sensory Environment and Participation of Preschool Children With Autism Spectrum Disorder
Piller, A., & Pfeiffer, B. (2016) · OTJR Occupational Therapy Journal of Research · doi:10.1177/1539449216665116 · Cited by 61 · see citing works
Sleep, Sensory Integration/Processing, and Autism: A Scoping Review
Lane, S. J., Leão, M. A., & Spielmann, V. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.877527 · Cited by 64 · see citing works
Reed, P., Osborne, L. A., & Waddington, E. M. (2011) · British Educational Research Journal · doi:10.1080/01411926.2011.580048 · Cited by 55 · see citing works
“…& Lewis (2005), these difficulties may be exacerbated by the unique characteristics of children with ASD, meaning that noisy and sometimes unpredictable mainstream school environments could produce many problems for such included children (see Ashburner et al., 2008, 2010; Humphrey & Lewis, 2008).”
BackgroundInfluentialTeacher insights into the barriers and facilitators of learning in autism
McDougal, E., Riby, D. M., & Hanley, M. (2020) · Research in Autism · doi:10.1016/j.rasd.2020.101674 · Cited by 64 · see citing works
“…such as sensory issues and anxiety corroborate with existing qualitative research (Able et al., 2015; Oswald et al., 2008) and experimental work (Ashburner et al., 2008; Miller et al., 2017), while other findings such as the implied relationships between anxiety, attention and learning are…”
BackgroundResultInfluentialHeyworth, M., Brett, S., den Houting, J., Magiati, I., Steward, R., Urbanowicz, A., Stears, M., & Pellicano, E. (2021) · Autism & Developmental Language Impairments · doi:10.1177/23969415211057681 · Cited by 55 · see citing works
Sanz‐Cervera, P., Cerezuela, G. P., Andrés, M. I. F., & Mínguez, R. T. (2015) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2015.07.031 · Cited by 55 · see citing works
Neufeld, J., Eriksson, L. H., Hammarsten, R., Remnélius, K. L., Tillmann, J., Isaksson, J., & Bölte, S. (2021) · Autism · doi:10.1177/13623613211019852 · Cited by 53 · see citing works
“, 2008) and academic underachievement in children with ASD diagnosis (Ashburner et al., 2008).”
BackgroundInfluentialBaric, V. B., Hellberg, K., Kjellberg, A., & Hemmingsson, H. (2015) · Autism · doi:10.1177/1362361315574582 · Cited by 53 · see citing works
“Support that addresses academic, social, and emotional conditions for learning is important for all students but might be particularly crucial for students with social and emotional difficulties that may influence their learning, such as students with AS and ADHD (Ashburner et al., 2008; DuPaul and Weyandt, 2006; Romm…”
BackgroundSchafer, E. C., Wright, S. M., Anderson, C., Jones, J., Pitts, K., Bryant, D., Watson, M., Box, J., Neve, M., Mathews, L., et al. (2016) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2016.08.003 · Cited by 52 · see citing works
De la Marche, W., Steyaert, J., & Noens, I. (2012) · Research in Autism Spectrum Disorders · doi:10.1016/j.rasd.2011.09.014 · Cited by 51 · see citing works
Miller-Kuhaneck, H., & Watling, R. L. (2017) · American Journal of Occupational Therapy · doi:10.5014/ajot.2018.029017 · Cited by 50 · see citing works
“These difficulties may extend into the school environment, where inclusion of children with SP–SI challenges, whether isolated or comorbid with ASD, may be problematic for teachers (Ashburner, Ziviani, & Rodger, 2008; Barnhill, Polloway, & Sumutka, 2011; Brock, Huber, Carter, Juarez, & Warren, 2014).”
Reducing Listening-Related Stress in School-Aged Children with Autism Spectrum Disorder
Rance, G., Chisari, D., Saunders, K., & Rault, J. (2017) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-017-3114-4 · Cited by 48 · see citing works
Sensory Subtypes in Preschool Aged Children with Autism Spectrum Disorder
Tomchek, S. D., Little, L. M., Myers, J. A., & Dunn, W. (2018) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-018-3468-2 · Cited by 47 · see citing works
Bailey, J., & Baker, S. T. (2020) · Journal of Research in Special Educational Needs · doi:10.1111/1471-3802.12490 · Cited by 46 · see citing works
“Sensory processing difficulties are an important aspect of inclusion and have been linked to academic underachievement for autistic pupils (Ashburner et al., 2008) and found to be context specific, with greater difficulties in the school environment than in the home (Fern andez-Andr es et al.,…”
BackgroundInfluentialBhatara, A. K., Quintin, E., Fombonne, E. J., & Levitin, D. J. (2013) · Psychomusicology Music Mind and Brain · doi:10.1037/a0033754 · Cited by 46 · see citing works
Manning, C., Morgan, M. J., Allen, C. T. W., & Pellicano, E. (2017) · Molecular Autism · doi:10.1186/s13229-017-0127-y · Cited by 45 · see citing works
“Sensory symptoms are common in autistic individuals [2] and impact many aspects of everyday functioning, including behaviour in educational settings [3], daily living skills [4] and family life [5].”
BackgroundHancock, G. I., Stokes, M. A., & Mesibov, G. B. (2017) · Autism Research · doi:10.1002/aur.1831 · Cited by 45 · see citing works
Social Interaction and Atypical Sensory Processing in Children with Autism Spectrum Disorders*
Matsushima, K., & Kato, T. (2013) · Hong Kong Journal of Occupational Therapy · doi:10.1016/j.hkjot.2013.11.003 · Cited by 46 · see citing works
Prigge, M. B. D., Bigler, E. D., Fletcher, P. T., Zielinski, B. A., Ravichandran, C. T., Anderson, J. S., Froehlich, A. L., Abildskov, T. J., Papadopolous, E., Maasberg, K., et al. (2013) · Autism Research · doi:10.1002/aur.1265 · Cited by 42 · see citing works
“Because of previous studies showing structural and functional differences in autism subgroups, we also explore within-autism differences by classifying our autism sample based on language onset and by the presence of auditory sensitivity (Ashburner et al., 2008; Kern et al., 2006, 2007; Tomchek & Dunn, 2007; Wiggins e…”
BackgroundSmoot Reinert, S., Jackson, K., & Bigelow, K. (2015) · Physical & Occupational Therapy In Pediatrics · doi:10.3109/01942638.2014.975313 · Cited by 40 · see citing works
“Problems with sensory input have also been identified and may influence many of the symptoms associated with ASD (American Psychiatric Association, 2000; Ashburner et al., 2008; Reynolds et al., 2011).”
BackgroundAmbrose, K., Simpson, K., & Adams, D. (2021) · Clinical Psychology Review · doi:10.1016/j.cpr.2021.102086 · Cited by 41 · see citing works
- Authors
- Ashburner, J., Ziviani, J., & Rodger, S.
- Affiliations
- Jill Ashburner, BOccThy, PhD, is Principal Research and Development Officer, Autism Queensland, PO Box 354, Sunnybank, Queensland, Australia 4109;
- The University of Queensland (AU)
- Venue
- American Journal of Occupational Therapy
- Publisher
- SAGE Publications
- Published
- 2008-09
- Volume
- 62
- Issue
- 5
- Pages
- 564-573
- ISSN
- 0272-9490 (ISSN-L)
- 1943-7676
- OpenAlex
- W2053804096
- Cited by
- 515
- References
- 6
- Citations by year
- 2026: 98 · 2025: 38 · 2024: 36 · 2023: 36 · 2022: 24 · 2021: 32 · 2020: 35 · 2019: 23 · 2018: 30 · 2017: 31 · 2016: 23 · 2015: 23 · 2014: 24 · 2013: 18 · 2012: 11
- FWCI
- 5.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Occupational Therapy (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Keywords
- autism spectrum disorder, sensory processing, academic performance, academic underachievement, auditory filtering, sensory seeking, tactile hypersensitivity, movement sensitivity, inattention, hyperactivity, oppositional behavior, classroom behavior, children
- MeSH terms
- Attention Deficit Disorder with Hyperactivity, Child, Child Development Disorders, Pervasive, Educational Status, Female, Humans, Male, Sensation Disorders, Case-Control Studies
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