The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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]
Citations
Cites
Diagnostic and Statistical Manual of Mental Disorders
Williams, J. B. W., & First, M. B. (2013) · Oxford University Press eBooks · doi:10.1093/acrefore/9780199975839.013.104 · Cited by 109,845
Introduction to the Practice of Statistics
(2004) · Technometrics · doi:10.1198/tech.2004.s753 · Cited by 2,275
Superior visual search in autism.
O’Riordan, M., Plaisted, K. C., Driver, J., & Baron‐Cohen, S. (2001) · Journal of Experimental Psychology Human Perception & Performance · doi:10.1037//0096-1523.27.3.719 · Cited by 557
Dumont, R., & Willis, J. O. (2008) · Wiley eBooks · doi:10.1002/9780470373699.speced0926 · Cited by 479
Williamson, G., & Anzalone, M. E. (2001) · Cited by 76
Sensory Motor Issues in Autism
Anderson, J. (1998) · Cited by 7
Cited by
Sorted by citations
Items 401–500 of 515
Osman, R., & Lamash, L. (2025) · Disability and Rehabilitation Assistive Technology · doi:10.1080/17483107.2025.2494660
“…in asD vary from 45% to 96% [35,36]. studies have shown that both the severity of sensory features [37] and the specific sensory response patterns [38] may be related to compromised adaptive functioning as well as social communication in asD and adapt responses to suit changes in the environment…”
Niblock, J., Schoen, S. A., & Woodward, L. (2025) · Journal of Occupational Therapy Schools & Early Intervention · doi:10.1080/19411243.2025.2531326
“Evidence of these differences may be reduced academic achievement and engagement (Ashburner et al., 2008; Butera et al., 2020; Watt et al., 2023), and/or social isolation that can manifest as secondary mental health concerns (Bailliard & Whigham, 2017; Fernández-Andrés et al., 2015).”
Rega, A., & Carruba, M. C. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-97769-5_13
الحميد, ن. ج. ع. (2025) · مجلة کلیة الآداب جامعة الفیوم · doi:10.21608/jfafu.2025.404570.2259
Jankovic, A., Ratnayake, R. M. C., & Samarakoon, S. M. S. M. K. (2025) · Springer eBooks · doi:10.1007/978-3-032-01628-7_10
Sensory Responses in Autistic Individuals—A Narrative Review
Kaundinya, A., & Kaku, S. M. (2025) · Sensory Neuroscience · doi:10.1002/sen2.70018 · Cited by 1
Terapia integracji sensorycznej w Polsce. Fakty, mity, analiza fenomenu
Sternak, A. (2025) · Wydawnictwa Uniwersytetu Warszawskiego eBooks · doi:10.31338/uw.9788323568131
Enhancing EFL Learning for Neurodiverse Students Through Virtual Worlds and the Metaverse
Luna, S. M. R. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7729-2.ch009
Li, J., Gao, Y., Dong, M., Wang, W., Li, H., Pan, M., Yue, X., Liu, N., Qian, Q., Wang, Y., et al. (2025) · BMC Psychiatry · doi:10.1186/s12888-025-07636-z
“Additionally, for children with ASD, significant negative correlations were also found between tactile hypersensitivity and hyperactivity and inattention using the Short Sensory Profile [58].”
Knight, C., Lowthian, E., Jenks, E., Jones, C., Crick, T., & Rees, S. (2025) · Oxford Review of Education · doi:10.1080/03054985.2025.2590464
Mori, H., Takahashi, M., Monden, R., Adachi, M., Hirota, T., Shinkawa, H., Osada, M., Adachi, M., & Nakamura, K. (2025) · Scientific Reports · doi:10.1038/s41598-025-26430-1
“Although autistic students may face an increased risk of bullying victimization 81 and school adaptation difficulties due to sensory sensitivities 44,82 , some successfully establish appropriate peer relationships, as demonstrated by Kasari and colleagues 83,84 .”
Sampaio, K. E. D. O., Dias, G. B., Vieira, P. C. T., Spessoto, R. E. N., Alcantara, A. D. S., & de Andrade, S. R. G. (2025) · Aracê. · doi:10.56238/arev7n11-351
Additional file 3 of Exploring sensory phenotypes in autism spectrum disorder
Scheerer, N. E., Curcin, K., Stojanoski, B. B., Anagnostou, E. A., Nicolson, R., Kelley, E., Georgiades, S., Liu, X., & Stevenson, R. A. (2021) · Figshare · doi:10.6084/m9.figshare.16800640
Additional file 2 of Exploring sensory phenotypes in autism spectrum disorder
Scheerer, N. E., Curcin, K., Stojanoski, B. B., Anagnostou, E. A., Nicolson, R., Kelley, E., Georgiades, S., Liu, X., & Stevenson, R. A. (2021) · Figshare · doi:10.6084/m9.figshare.16800637
Additional file 5 of Exploring sensory phenotypes in autism spectrum disorder
Scheerer, N. E., Curcin, K., Stojanoski, B. B., Anagnostou, E. A., Nicolson, R., Kelley, E., Georgiades, S., Liu, X., & Stevenson, R. A. (2021) · Figshare · doi:10.6084/m9.figshare.16800646
Additional file 4 of Exploring sensory phenotypes in autism spectrum disorder
Scheerer, N. E., Curcin, K., Stojanoski, B. B., Anagnostou, E. A., Nicolson, R., Kelley, E., Georgiades, S., Liu, X., & Stevenson, R. A. (2021) · Figshare · doi:10.6084/m9.figshare.16800643
Additional file 1 of Exploring sensory phenotypes in autism spectrum disorder
Scheerer, N. E., Curcin, K., Stojanoski, B. B., Anagnostou, E. A., Nicolson, R., Kelley, E., Georgiades, S., Liu, X., & Stevenson, R. A. (2021) · Figshare · doi:10.6084/m9.figshare.16800634
Mann, R. S., Pineda, H. C., & Schmid, S. (2026) · Neuroscience · doi:10.1016/j.neuroscience.2026.02.029
Challenges faced by autistic students in mainstream physics education: a literature review
Ulbrich, N., & Campos, E. (2026) · Physics Education · doi:10.1088/1361-6552/ae3b89
Sankardas, S. A., & Ajit, S. (2026) · Support for Learning · doi:10.1111/1467-9604.70036
Impact of indoor environment quality on autistic behaviours in autism schools of Saudi Arabia
Qutub, R. A., Luo, Z., Essah, E., Tavassoli, T., Marcham, H., & Qihong, D. (2026) · Environmental Pollution · doi:10.1016/j.envpol.2026.127992
Abdou, H. M. A., Elsayyad, N., & Hafez, H. M. (2026) · Architecture · doi:10.3390/architecture6020064 · Cited by 3
“…indicates that children with ASD often experience multi-sensory hypersensitivity to visual, auditory, tactile, proprioceptive, as well as olfactory and gustatory stimuli, rendering the built environment a potential source of overload or threat in the absence of adequate sensory regulation [62–65].”
Laaraje, A., Radi, A., Ourrai, A., Gassim, S., Mamouni, Y. A., Hassani, A. A. H. A. A. , & Abilkassem, R. (2026) · Neuropsychiatrie de l Enfance et de l Adolescence · doi:10.1016/j.neurenf.2026.03.004
Mammarella, V., Breda, M., Gennaro, L. D., & Bruni, O. (2026) · Sleep Medicine Reviews · doi:10.1016/j.smrv.2026.102302
Sensory Processing Difficulties and Academic Performance in Children with Autism Spectrum Disorder
Riaz, S., & Saeed, F. (2026) · Journal of Regional Studies Review · doi:10.62843/jrsr/2026.5a183
Enhancing adaptation and learning in educational environments (SENSE project): a case series study
Maggio, R., Pino, C., Catalfamo, L., Gregorio, M. A., Martina, A., Rao, G., Cara, M. D., Quattrocchi, G. L. J. E., & Cucinotta, F. (2026) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2026.1810785
“…evidence-based approach, and sensory-based interventions (SBIs), which aim to modulate arousal through sensory input but currently show emerging and not yet conclusive evidence (48) Building on this evidence, several approaches have been proposed to support autistic students within school settings.”
Knott, C. E., Roberts, J. E., & Will, E. (2026) · Autism · doi:10.1177/13623613261445633
“The extent and nature of sensory processing difficulties in autism have been well established (Ashburner et al., 2008; Gourley et al., 2013; MacLennan et al., 2022; O’Donnell et al., 2012); however, less is known about patterns of sensory processing in other NDDs such as fragile X syndrome (FXS).”
Barriers to Mainstream School Inclusion Among Children with Autism Spectrum Disorder
Sharma, R. R., Dadoo, N. D., & Medhi, B. (2026) · Annals of Neurosciences · doi:10.1177/09727531261451929
Ghazanfar, A., Kang, J., Hassan, A., Lukhesar, E., & Hassan, A. (2026) · Urbanization, sustainability and society. · doi:10.1108/uss-07-2025-0032
Tancredi, S. (2026) · Multimodality & Society · doi:10.1177/26349795261458544
“Such a view recontextualizes findings that sensory profile predicts mental health (Dean et al., 2018), and academic performance (Ashburner et al., 2008) as consequences of sensory minoritization engendered by extant norms and environments.”
Individual and In-Session Strategies
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0046
Reimagining Family Engagement Through a Neurodiversity Lens
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0044
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.002.0008
Restorative Practices and Regulation-Informed Discipline
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0043
Neurodivergence and Socioeconomic Class
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0020
Performative Inclusion and the Burden of Adaptation
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0038
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0024
Designing Accessible and Inclusive Social Emotional Learning
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0031
The Ethical Imperative of Action
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0058
Rodrigues, S. (2026) · doi:10.1093/9780197843413.001.0001
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0001
Sustaining the Work: Burnout, Compassion Fatigue, and Systemic Support
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0034
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0053
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0049
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0002
Glossary of Key Terms and Concepts
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0001
Transformative Social Emotional Learning
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0032
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0050
Applying the Person-In-Environment Framework
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0008
Cultural Humility in Neurodiversity Affirming Practice
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0009
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0036
Peer Relationships and Dedicated Interests
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0040
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.002.0002
Communication Justice as a Social Work Imperative
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0011
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0051
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0002
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0042
School Social Workers as Policy Advocates
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0055
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0035
Narrative Theory and the Reclamation of Neurodivergent Identity
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0016
Advocacy in a Shifting Political Landscape
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0057
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0006
Rethinking Social Intelligence
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0027
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0048
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0004
Culturally Responsive and Sustaining Practice
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0030
Neurodivergent Cultural Communication at the Intersection of Race
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0021
Applying Critical Disability Studies in Practice
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0014
Intersectionality as Praxis in Inclusive Social Work
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0018
Building Coalitions and Cross-System Partnerships
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0056
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.002.0005
Spotlighting Communication Diversity as a Strategy
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0047
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0025
Modeling Youth-Adult Relationships
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0028
Bridging Individual Work to Systemic Change
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0054
Crisis Intervention through a Neurodiversity-Affirming Lens
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0052
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.002.0007
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0013
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0037
Revisiting the Theory of Mind Narrative
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0006
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0039
Cultural Humility and Reflexivity in Practice
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0022
Centering Dignity, Strength, and Self-Determination
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0007
Reimagining Behavior Support in Schools
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0026
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0003
Environmental Fit and the Ecology of Inclusion
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0015
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0012
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0007
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0005
Gender, Masking, and the Performance of Acceptability
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0019
Recognizing Strengths and Challenges Across Neurodivergent Profiles
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0005
Centering Sensory Inclusivity and Student Voice in Neurodiversity-Affirming SEL
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0033
Advocacy in Special Education Systems
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0023
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0003
Supporting Neurodivergent Caregivers
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0045
Accessible Design for Learning
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0029
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.005.0004
Rodrigues, S. (2026) · Oxford University Press eBooks · doi:10.1093/9780197843413.003.0017
Metadata
- 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
