Study of Sensory Responsivity in Children with and without Autism

A primary feature associated with autism is atypical responses to sensation (sensory dysfunction) such as hyper-responsivity to touch or under-responsive to auditory stimuli. Although not present in all individuals with autism, estimates in the literature report as high as 80-90% of individuals with autism experience sensory dysfunction as part of their disability (Huebner, 2001 ; O'Neill & Jones, 1997) . This atypical responsiveness has a significant impact on the quality of life for children with autism by limiting their ability to participate in home, school and community activities (Anzalone & Williamson, 2000; Baranek, 1998; Dunn, 1997; Kientz, 1996 ; Mailloux, 2001) . For example, Baranek (1998) noted that sensory problem are associated with behavioral rigidity and thus contribute to difficulty participating in daily life activities. Kientz (1996) demonstrated that children with autism often seek sensory input through self-stimulating behaviors that are self-absorbing and thus interfere with participation in functional activities. A parent of a child with autism notes: " Sensory dysfunction can make life very difficult at time. Supermarkets can be overwhelmingly loud and full of too many sounds, sights and smells.My family is in jail. We can't go anywhere together because we never know when our child will fall apart. We have stopped going to church, we never go to a movie or shopping together because one of us has to stay home with her." (McGrath & Summers, 2000, p 1).

This specific aims of our current studies are to:

• evaluate ANS reactivity to sensory stimuli in children with autism in comparison to typically developing children and children with other developmental delays;

• evaluate behavioral responses to sensation in children with autism in comparison to the other groups;

• evaluate adaptive behaviors as a basis for participation in daily life activities for children with autism in comparison to the other groups,

• Determine any relations between ANS activity, sensory dysfunction and functional behaviors needed for participation in activities for each group for children with autism in comparison to the other groups; and

• Lay the foundation for future research studies that will develop and test therapeutic intervention strategies to reduce sensory dysfunction and improve participation in daily life activities.

In order to participate in this study the child must be:

• Between the ages of 5 and 12 years of age.

• No physical or medical complications that may affect cardiac activity.

• No medications that may affect heart rate.

• Must be able to follow simple directions and sit quietly with the examiner during the testing.

• Primary diagnosis of Autism Spectrum Disorder or typically developing child.

***We are also recruiting children without Autistic Spectrum Disorder as our control group

In addition to completing the laboratory procedures, where we measure the child's heart rate and sweat gland activity while introducing various stimuli, the child's guardian will be asked to fill out a series of questionnaires:

• Demographics Form (Microsoft Word doc) - includes information such as the child's date of birth, diagnosis and presenting problem

• Short Sensory Profile - a questionnaire which measures the child's behavioral responses to sensation (Dunn, 1999).

• Child Behavior Checklist -guardian is asked to rate behaviors which may affect the child's ability to participate (Achenbach & Rescorla, 2001).

• Teacher Report Form - teacher is asked to rate behaviors which may affect the child's ability participate (Achenbach, and Rescorla, 2001). [NOTE: the above link is:

• Vineland Adaptive Behavior Scale -a semi structured interview which serves to measure the child's ability to participate in daily life activities (Sparrow, Balla, Cicchetti, 1984).

• Modified Version of the Play History - an interview which assesses the child's play patterns (Behnke, 1982; Menarchek, 1982; Parham, & Fazio, 1997; Price, Mayfield, McFadden, & March. 2000-2001; Takata, 1974).

• Adaptive Behavior Assessment System II - an assessment which measures the child's adaptive behaviors needed for participation in daily life activities (Harrison & Oakland, 2003).

CLICK HERE TO LEARN MORE ABOUT THE ADULT STUDY OF SENSORY PROCESSING AND LEISURE ACTIVITY CHOICES